Spatial Concepts

NID
UCEED/CEED
Spatial and Mechanical Ability
Book 1
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SPATIAL CONCEPT
CHAPTER SUMMARY
It’s a 3-D world, but when you’re quizzed about it on a 2-D
piece of paper, things can get nerve wracking. In this chap-
S
ter we’ll have you folding up boxes, counting cubes, spin-
ning and rotating 3–D figures, and that’s just the beginning.
D
We’ll also look at hidden figures, maps, and test your
eye–hand coordination.
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–SPATIAL CONCEPTS–
HIDDEN FIGURES
Hidden figures questions require you to find given geometric shapes inside more elaborate and complicated figures.
Sometimes the answers will literally pop out at you. Other times, you might be left scratching your head without an
answer, or worse yet—you might be falling into a trap laid out by those sinister Hidden Figures question designers.
In the sample questions below, these are the basic figures you will be looking for:
(a) (b) (c) (d) (e)
Question 1:
If nothing “pops out at you,” a good strategy is to analyze each given shape to see if it could possibly be hid-
ing inside the figure above.
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(a) (b) (c) (d) (e)

Too wide, Too big. Same height, Right height, Right height.
even if but too narrow. but it's just There it is!
rotated. not in there!
Nope. Nope. Nope. Nope. Yes!
Notice how the figure in question looks like two trapezoids reflected over each other. This would tempt some
unsuspecting test takers into picking choice c. However upon closer inspection, you can see that trapezoid c is
narrower than the trapezoids in the question. Always be careful to pick the shape that is the exact size. Also, when
dealing with polygons, make sure you are picking the figure with the correct number of sides.
Question 2:
Even if the question seems funky, run through your choices and reject all impossible answers.
(a) (b) (c) (d) (e)

Too wide, Too big. Same height, Right height. Right height,
even if but bottom There it is! but otherwise
rotated. is too long to too big to be
fit in there. in there.
Nope. Nope. Nope. Nope.

Yes!
If you weren’t able to spot the cube inside the figure, you would still know that choice d was correct because
all of the other choices were eliminated.
20 PRACTICE QUESTIONS
a) b) c) d) e)
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f) g) h) i) j)
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When answering questions 1 through 10, refer to shapes a through j above. For each question, determine which let-
tered shape is hidden inside the figure. Lettered shapes may be used once, twice, or not at all.
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
a) b) c) d) e)
f) g) h) i) j)
When answering questions 11 through 20, refer to shapes a through j above. For each question, determine which let-
tered shape is hidden inside the figure. Lettered shapes may be used once, twice, or not at all.
11. 12. 13. 14. 15.
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16. 17. 18. 19. 20.
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Use Figure J-1 for questions 21–25:

21. The hidden figure in block 1 is _____. 24. The hidden figure in block 4 is _____.
a. A a. A
b. B b. B
c. C c. C
d. D d. D
e. E e. E
a. A a. A
b. B b. B
c. C c. C
d. D d. D
e. E e. E
23. The hidden figure in block 3 is _____.

a. A
b. B
c. C S
d. D
e. E
D
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Use Figure J-2 for questions 26–30:

a. A a. A
b. B b. B
c. C c. C
d. D d. D
e. E e. E
a. A a. A
b. B b. B
c. C c. C
d. D d. D
e. E e. E
28. The hidden figure in block 8 is _____.

a. A
b. B
c. C S
d. D
e. E
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HIDDEN FIGURES ANSWER EXPLANATIONS
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1. j 6. c
7. a
2. e
8. d
3. h
9. b
4. g
10. f
5. i
11. c 21. c
22. a
12. d
13. g 23. d
14. f 24. e
15. h 25. b
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26. b
16. a
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17. e 27. e
18. j 28. c
29. d
19. b
30. a
20. i
BLOCK COUNTING
These 3-D–based questions have you counting lots and

lots of blocks: some that you can see, and other hidden
blocks that you need to assume are present. Start at the
bottom level, counting each block, one at a time. It is help-
ful to make a note in the margin, such as “Level 1 = 23.” The second sample is a rectangle three blocks wide, four
Next, check out the second level up, again counting each blocks deep, and two blocks high with a hollow center.
box, one at a time. Record a value for “Level 2 = _____” This one is fairly simple to count, and you should have
in the margin. Work your way upward to the topmost counted 20 blocks easily. Though this one was fairly sim-
layer. Finally, tally up all of your numbers. Keeping track ple, the questions ahead may get a lot more complicated,
of each level in an organized manner will help you feel so remember to count the blocks one at a time to
secure about your answer so you won’t have to re-do the avoid simple miscalculations.
question. Face it, you’re not going to want to do these ques-
tions twice! 30 PRACTICE QUESTIONS
1.
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This first sample question has a pyramid-like structure

with one center column four blocks high (that center
block isn’t resting on the edges of the surrounding
columns) and four symmetrical sides, consisting of six
blocks each, that gradually step down one block at a time
giving you a total of 28 blocks. A good way to attack
this problem would be to start at the outside where you
can see that there is only one block resting on the plane
and work your way inward counting the columns as they
step up.
2. 5.
3.
6.
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4.
7.
8. 12.
9.
13.
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10.
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14.
11.
18. Block 3 is touched by _____ other blocks.

15. a. 2
b. 3
c. 4
d. 5
e. 6

a. 2
b. 3
c. 4
d. 5
For questions 16–20, refer to Figure I-1 e. 6

a. 2
b. 3
S c. 4
d. 5
e. 6
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For questions 21–25, refer to Figure I-2
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a. 2
b. 3
c. 4
d. 5
e. 6

a. 2
b. 3
c. 4
a. 2
d. 5
b. 3
e. 6
c. 4
d. 5
e. 6
22. Block 7 is touched by _____ other blocks. For questions 26–30, refer to Figure I-3
a. 2
b. 3
c. 4
d. 5
e. 6

a. 2
b. 3
c. 4 26. Block 11 is touched by _____ other blocks.
d. 5 a. 2
e. 6 b. 3
24. Block 9 is touched by _____ other blocks. c. 4
a. 2 d. 5
b. 3 e. 6
c. 4 S 27. Block 12 is touched by _____ other blocks.
d. 5 a. 2
e. 6
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b. 3
25. Block 10 is touched by _____ other blocks. c. 4
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a. 2 d. 5
b. 3 e. 6
c. 4 28. Block 13 is touched by _____ other blocks.
d. 5 a. 2
e. 6 b. 3
c. 4
d. 5
e. 6

a. 2
b. 3
c. 4
d. 5
e. 6
30. Block 15 is touched by _____ other blocks. 19. c. Block 4 touches one block to the left, one
a. 2 block to the right, and two blocks below.
b. 3 20. d. Block 5 touches two blocks above, one
c. 4 block to the left, and two blocks below.
d. 5 21. b. Block 6 touches one block to the left, one
block to the right, and one block below.
BLOCK COUNTING ANSWER 22. e. Block 7 touches two blocks below, one
EXPLANATIONS block to the right, and three blocks above.
1. 154 23. d. Block 8 touches two blocks below, two
2. 141 blocks to the left, and one block above.
3. 99 24. d. Block 9 touches two blocks below, one
4. 48 block to the left, one block to the right,
5. 98 and one block above.
6. 132 25. c. Block 10 touches three blocks above and
7. 100 one block to the right.
8. 52 26. b. Block 11 touches two blocks below and
9. 126 S one block to the right.
10. 81 27. e. Block 12 touches three blocks above, one
11. 68 block to the left, and two blocks below.
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12. 141 28. e. Block 13 touches three blocks above, one
13. 296 block to the right, and two blocks below.
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14. 70 29. d. Block 14 touches two blocks above, one

15. 124 block below, one block to the right, and
16. b. Block 1 touches two blocks above and one one block to the left.
block to the left. 30. b. Block 15 touches one block above and two
17. c. Block 2 touches one block below, one blocks to the left.
block to the right, and two blocks above.
18. a. Block 3 touches one block to the left and
one block below.
ROTATED BLOCKS
Rotated Blocks questions require the ability to mentally spin a 3-D figure around and envision what it will look like
from this new angle. Since each face of the cube is labeled with a particular figure, sometimes it’s easier to spot a wrong
answer by focusing on the relative positions of these figures. The remaining choices will give you an idea of which way
to rotate the original block.
ROTATED BLOCKS INSTRUCTIONS

Solid
In this first set of exercises, you will be rotating solid three-dimensional blocks of various shapes in order to enhance
your ability to think in three-dimensions. For each numbered shape you will find four possible answers which
may represent that numbered shape rotated 360 degrees in any direction. Your task is to determine which of the
four choices is the only one that could be the original shape, rotated. You’ll want to pay close attention to detail
here in order to catch some of the small differences that may lead you to an incorrect answer. Some of the most
common mistakes are made when you overlook subtly placed extra lines or mirror images. They may appear cor-
rect at a glance but under closer examination are wrong. Study the images carefully and the answers will become
obvious. S
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c)
a) d)
b)
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If you observed closely and looked for common mistakes, you should have found the correct answer to be c.
Patterned
In this set of exercises, there are numbered cubes with patterned faces and no pattern appears on more than one
side of the cube. For each numbered cube there are four possible answers that represent the cube turned in a dif-
ferent direction. Your task is to decide which of the answer cubes is the original cube rotated in any direction.
On this one you’ll need to be aware of tricky mirrored patterns and pay close attention to the position of the pat-
terns in relation to their adjacent faces. Then the answers will become clear.
a. b. c. d.
If you have figured correctly, you’ll see the answer is d. It is the original block turned once clockwise. Then
the circle faces forward. Next, it is turned on its side so that the diamond moves from the top to the right side.
1. a) b) c) d)
2. a)
b) c) d)
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3. a) b)
c) d)
4. a)
b) c) d)
5. a) c)
b) d)
6. a) b) c) d)
7. a) b) c) d)
8. a) b) c) d)
9. a) b) c)
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10. a) b) c) d)
11. a) c) d)
b)
12. d)
b) c)
a)
13. a) b)
c) d)
14. a) c)
b) d)
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15.
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a)
c)
b) d)
16.
a. b. c. d.
17.
a. b. c. d.
18.
a. b. c. d.
19.
a. b. c. d.
20.
a. b. c. d.
21.
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22.
23.
24.
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25.
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26.
27.
28.
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29.
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30.
ROTATED BLOCKS ANSWER EXPLANATIONS

1. b 9. a
2. c
10. c
3. a
11. b
4. d
12. a
5. b
13. c
6. c
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14. c
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7. d
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15. b
8. b
Back
Top
Left Front Right

Side Side
Bottom
16. c. The original cube has been turned once clockwise to move the cres-
cent-moon shape to the front and reveal a new right side.
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17. b. The original cube has been turned clockwise once to move the circle
pattern to the front and reveal a new right side, then turned once away
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to move the circle to the top and reveal the bottom as the new front.
18. d. The original cube has been turned once onto its right side to move the
top to the right side and reveal a new top pattern.
19. b. The original cube has been turned once onto its right side to move
what was the top to the right side and reveal a new top pattern.
20. d. The original cube has been turned 180 degrees (clockwise or counter-
clockwise).
21.
22.
a
a
S26.
27.
d
b
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23. e 28. c
24. c 29. a
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25. c 30. b
MATCHING PIECES AND PARTS

There are several styles of Matching Pieces and Parts ques- In the first question below, you must decide
tions, but the underlying concept is the same. Some ques- which two lettered pieces will come together to make
tions require the test-taker to visualize the parts that form the parallelogram shown. Pieces may be rotated
a given whole. Other questions require the test-taker to (turned) or reflected (flipped over).
visualize the whole that is made up of the given parts. All
in all, these questions require the ability to mentally flip- 1. a) b) c) d) e)
flop, turn, and piece together shapes. To add to the chal-
lenge, you also must be on guard for pieces whose
dimensions are slightly off. When dealing with polygons,
make sure the figure you end up with has the correct num-
ber of sides.
Initially, you should eliminate any choices that In the next question, you are given 4 pieces. You
obviously could not make up the whole in question. must choose which answer choice represents a figure
comprised of all four pieces. Pieces may be rotated
Too tall.
and/or reflected.
Nope.
b
2. a) b) c) d)
It would be impossible for choice b to be a part

of the figure, as it is too large. Similarly, c and e would
be too short: We will analyze each choice:
Too small. Too large.

Nope. a)
e
c
Nope.
Now you should focus on a and d. Although they S

do not look very compatible at this point, remember Too narrow.
b)
that you are allowed to rotate and reflect these pieces.
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Let’s flip a over as you would a piece of paper. And let’s Nope.
turn d on its side:
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rotate
over
flip Correct.
d
A
c)
a a d B
B
C
A
C
C C
Yes!
Now, we can fit them together:
Correct size.
Yes!
d) Only
three
a d pieces.
Nope.
Sometimes you will be surprised which pieces turn

out to be the right parts. The more choices you can elim-
inate off the bat, the easier your task will be.
In questions 1–10 below, pick the TWO answer choices that will come together to make the figure shown. Pieces may
be reflected and/or rotated.
1. a) b) c) d) e)
2. a) b) c) d) e)
3.
a) b) c) d) e)
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a) b) c) d) e)
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5.
a) b) c) d) e)
6.
a) b) c) d) e)
7.
a) b) c) d) e)
8. a) b) c) d) e)
9.
a) b) c) d) e)
10.
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a) b) c) d) e)
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In questions 11–20 below, select the SINGLE answer choice that represents the two parts that join together to
make the given whole. Pieces may be reflected and/or rotated.
11.
a) b) c) d)
12.
a) b) c) d)
13.
a) b) c) d)
14.
a) b) c) d)
15.
a) b) c) d)
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16.
a) b) c) d)
17.
a) b) c) d)
18.
a) b) c) d)
19.
a) b) c) d)
20.
a) b) c) d)
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In questions 21–30 below, 4–5 pieces are given. Choose the answer choice that represents a figure comprised of
ALL pieces. Pieces may be rotated and/or reflected.
21.
a) b) c) d)
22.
a) b) c) d)
23.
a) b) c) d)
24.
a) b) c) d)
25.
a) b) c) d)
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26.
a) b) c) d)
27.
a) b) c) d)
28.
a) b) c) d)
29.
a) b) c) d)
30.
a) b) c) d)
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MATCHING PIECES AND PARTS ANSWER EXPLANATIONS
1. b+e 4. b+d
2. a+d
5. c+e
3. a+c
6. c+e
7. a+d 14. b
8. c+e
15. d
9. b+e
16. d
10. a+b
17. c
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18. b
12. c
19. c
13. a
20. a
21. c 26. d
B A
A
A A
A B A
D
B B
C
B B C
D
22. b
A
B A B 27. a
B
A D
C D C B
C D C
A
D
23. a
A B 28. d
C B
A C
B A A
D A
C D
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C
D
24. d
B A 29. c
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A A B
C B
B
B B
C C C C A
B C
B
25. b
A A 30. b
A A
C
B B C B
B D
D B B
C C
SPATIAL ANALYSIS
Spatial Analysis questions deal with the ability to take several separate spatial views and mentally combine them into
a 3-D solid. Usually you are presented with a front view, a side view, and a top view. Always refer back to the three
views to make sure the dimensions are correct. Scrutinize the answer choices for errors in dimensions when resorting
to process of elimination.
SPATIAL ANALYSIS INSTRUCTIONS

You’re going to be given two types of questions in this exercise that involve taking a two dimensional diagram of
an object and picturing it in three dimensions. Then you’ll have to reverse the process and go from 3D to 2D.
This type of visualization will be extremely useful if you intend to enter the fields of Drafting or Architecture.
In this first sample you’ll see the three views of a three-dimensional object (top, front, and side) as you would
see them if you were to look at them from the top, front, or side. Next, take a look at the first sample and try to
find the answer.
top a. b.
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side front
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The answer to this sample question is b, and here’s why. The straight square in b corresponds to the square
in the two-dimensional view that represents the front. Then the two skewed rectangles that are connected to the
square correspond to the two evenly proportioned rectangles in the two-dimensional view that represent the top
and the side. That gives you a complete three-dimensional object.
The second sample gives you a three-dimensional object with four choices. Of these four choices, three are
the correct two-dimensional views that would represent the top, front, and side. The fourth is incorrect. Identify
the response that would be INCORRECT.
a. b. c. d.
If you figured correctly, your answer should be b. The reason is simple. This answer choice adds an extra
line that would not be visible in 2-D. Most spatial analysis questions are tricky, so take your time and make care-
ful observations.
1.
a. b. c. d.
top
side front
2.
top a. b. c. d.
front side
3.
top
a.
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front side
4.
top
a. b. c. d.
front side
5.
a. b. c. d.
top
front side
6.
a. b. c. d.
top
front side
7.
a. b. c. d.
top
front side
8.
a. c.
b. S d.
top
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front side
9.
a. b. c. d.
top
front side
10.
a. b. c. d.
top
front side
11.
a. b. c. d.
top
front side
12.
a. b. c. d.
top
front side
13.
a. d.
b. c.
top
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front side
14.
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a. c.
b. d.
top
front side
15. a. b. c. d.
top
front side
16.
a. b. c. d.
top
front side
17.
a. c.
b.
d.
top
front side
18.
a. b. c. d.
top
front side
19. a. c.
b. d.
top S
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front side
20.
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a. b. c. d.
top
front side
21.
a. b. c. d.
22.
a. b. c. d.
23.
a. b. c. d.
24.
a. b. c. d.
25.
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a. b. c. d.
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26.
a. b. c. d.
27.
a. c.
b. d.
28.
c.
a. b. d.
29.
b. c.
a.
d.
30.
a. b. c. d.
SPATIAL ANALYSIS ANSWER EXPLANATIONS
1. 4.
top
top c. b.
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side front
front side
2.
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5.
top a. top b.
front side
front side
3.
6.
a. c.
top
top
front side
front side
7. a.
12.
b.
top top
front side
front side
8.
13. a.
a.
top top
front side
front side
9.
14.
d. a.
top
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top
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front side front side
10.
15.
a.
top
11. front side

c.
16.
top c.
top
front side
front side
17. 23.
d.
top
b.
front side 24.
18.
a.
d.
top 25.
front side
d.
19. b. 26.
top
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b.
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27.
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front side
20.
d. d.
28.
top
b.
front side 29.

21.
d. a.
22. 30.
a.
d.
UNDERSTANDING PATTERNS
These pattern questions are designed to test your capacity to transform 2-D into 3-D and vice versa. You should be
able to mentally fold up a 2-dimensional pattern into a 3-dimensional solid. Sometimes this is trickier than others.
In such cases, process of elimination is your best friend. Figure out how many faces will be present in the folded prod-
uct, and cross off inappropriate answers accordingly. Next, analyze the shape and placement of each face.
Other questions will present you with a patterned 3-D figure and ask you to mentally squash it flat into a
2-D representation. Again, counting up the number of faces can help you eliminate wrong answers. Next, look
at the relative positions of the patterned shapes upon folding. Let’s look at some examples below.
UNDERSTANDING PATTERNS INSTRUCTIONS

In this first sample question you will see an unfolded cardboard pattern. The solid lines represent the shape of
the different parts and the dashed lines represent fold lines. For each unfolded pattern there are four choices that
could possibly represent the pattern folded into a three-dimensional shape.
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c. d.
a. b.
Here’s a brief description of what the sample question would look like in three dimensions. Picture the image
as it might look folded up to visualize the answer. The square in the center of the unfolded pattern represents
the base of the pyramid with the four surrounding triangles representing the four sides of the pyramid. Since
there are no other lines to represent any shapes, other than the ones described, then c can be the only possible
answer.
The second sample uses the reverse of the principle set up in the first sample and uses cubes with patterned
sides instead of solid shapes as a starting point. In this exercise you will take a three-dimensional cube with pat-
terned faces (not necessarily every side will have a pattern on it) and decide which of the four possible answers
represents an unfolded cube. To find the answer to this question, it is a good idea to first study the cube and observe
the shape of the patterns and their placement on the face of the cube. Once you feel you have a good grasp of the
cube, compare it to the possible answers. Look for the position of the symbols and where they would sit if
the pattern were folded up.
a. b. c. d.
If you study the cube carefully you should see that c is the only possible answer. The front of the cube bears
a crescent-moon shape, the top bears an upside down v-shape and the side bears a black circle. Answer choice c
uses the crescent-moon shape as its front. If you fold all the other sides around it, they fall into place and give
you the original cube.
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a. b. d.
c.
2.
a. b. d.
c.
3.
c. d.
a. b.
128 CHAPTER 4 • LearningExpress Mechanical & Spatial Aptitude

4.
a. b. d.
c.
5.
a. b. c. d.
6.
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a. b. c. d.
7.
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a. b. c. d.
8.
a. b. c. d.
9.
a. b. c. d.
10.
a. b. c. d.
11.
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a. b. c. d.
12.
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a. b. c. d.
13.
a. b. c. d.
14.
a. b. c. d.
15.
a. b. c. d.
16. S
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a. b. c. d.
17.
c.
a. b. d.
18.
a. b. c. d.
19.
a. b. c. d.
S
20.
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a. b. c. d.
21.
a. b. c. d.
22.
a. b. c. d.
23.
a. b.
S c. d.
24.
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a. b. c. d.
25.
a. b. c. d.
26.
a. b. c. d.
27.
a. b. S c. d.
28.
D
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a. b. c. d.
29.
a. b. c. d.
30.
a. b. c. d.
UNDERSTANDING PATTERNS ANSWER EXPLANATIONS

1. 5.
b.
S b.
2. 6.
D
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a.
b.
3. 7.
d.
b.
8.
4.
a.
d.
9. 15.
d.
b.
10. 16.
d.
c.
11.
17.
a. S b.
12.
D
18.
BR
c.
b.
13.
19.
a.
14.
c.
a.
20. 25.
a.
d.
21. 26.
b. a.
22.
27.
c.
b.
S
D
23.
BR
28.
a.
c.
24.
29.
c.
a.
30.
d.
EYE-HAND COORDINATION LETTER-SYMBOL CODING

These types of questions bring out the kid in everyone.
Several tests are designed to test eye-hand coordination. Although they are pretty straightforward and fun, just
These include: Letter-Symbol Coding, Inspection Tests, be careful not to confuse similar shapes. Make sure the
Examining Objects, and Mazes. shape is at the same angle as the one in the question.
If the shape is a polygon, make sure it has the correct
number of sides. Below is an example of a Letter-Sym-
bol Code followed by a chart for you to fill in.
Letter A B C D E F G H I J
S
Code
D
Letter K L M N O P Q R S T
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Code
Question Answer
1.
2.
3.
4.
5.
6.
7.
8.
You can check your answers against this key.
3 6
Code
Code
5 7 2 8 1 4
Question Answer
S
1. Q
D
2. M
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3. C
4. S
5. K
6. E
7. L
8. N
If you missed any of the above questions, slow down and take care to compare all of the aspects of the given
symbol and the choice you are about to pick.
INSPECTION TESTS
These tests require you to closely analyze a figure. For example, in the chart below, determine how many trian-
gles are in Column 2, Rows B and C.
1 2 3
C S
D
Did you count nine? The key below shows all the triangles.
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1 2 3
These questions tend to get pretty tedious. Be extremely careful.

EXAMINING OBJECTS
In these questions you must examine objects and classify them according to a given set of rules or codes. Read
the instructions carefully and underline anything that you think is important. Otherwise, jot down some quick
notes next to the graphic sorting code.
Sorting Code
2" 3" 3" 3"
2" 3" 2" 3"
BOX BOX BOX BOX

1 2 3 4
Ship Trash S Resize Recycle
D
The Sorting Code above is a graphical summary for the following Sorting Code. Read the code carefully.
Sorting Code for Boxes 1 through 4:
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Box 1: Ship
Both pieces are not defective and are the same size.
Box 2: Trash
Both pieces are defective.
Note: A “defect” is displayed as a dashed line going across the piece. See the graphic code above.
Box 3: Resize
Both pieces are not defective but the sizes do not match.
Box 4: Recycle
Anytime one piece is defective, place the package into Box 4.
In the question below, you are presented with a package containing two pieces. Use the above sorting code
to determine which box the package needs to be placed in.
1. a. Box 1
b. Box 2
3" c. Box 3
d. Box 4
2"
Answer: d. Although you may have been tempted to put this package into Box 3 (Resize), notice that the
criteria for Box 3 states: Both pieces are not defective but the sizes do not match. In this example we do have one
defective piece. According to the Sorting Code, we see that this package belongs in Box 4: Anytime one piece is
defective, place the package into Box 4.
MAZES
As you wind your way through a maze, pretend the solid lines are walls that you cannot cross. Try the sample
maze below. S
E
D
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D A
C
B
enter
Did you come out at B? Following is the answer key.

D A
C
B
enter
S
Notice that if you tried to go backward and entered through A, C, D, or E, you would soon hit a wall. If you
D
are having trouble going forward, you can always eliminate answers by going backward.
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In questions 1–8, trace the path from each number to the corresponding letter.
1 a
2 b
3 c
4 d
5 e
6 f
7 g
8 S h
D
1. _____
2. _____
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3. _____
4. _____
5. _____
6. _____
7. _____
8. _____
9. Follow the maze below and mark the letter that correctly represents the way out of the maze. _____
enter
E A
S D C
D
10. Follow the maze below and mark the letter that correctly represents the way out of the maze. _____
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enter
A
E
B
D
C
11. Follow the maze below and mark the letter that correctly represents the way out of the maze._____
enter
D
S C
D
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Code
Code
In questions 12–19, you are presented with a four-symbol code. Use the chart above to translate the code
into letters, and determine which answer choice represents the correct letter sequence.
12. 13.
a. FHME a. GOCI
b. FAME b. CKGM
c. SAME c. GKCI
d. SHIN d. COGM
e. FAIN e. GKCI
14. 17.
a. OCBF a. BKRE
b. RJPS b. POLE
c. OGPF c. BKLN
d. RGPF d. POLN
e. OJPS e. PKRE
15. 18.
a. OMAN a. BACK
b. KMAN b. IDHQ
c. OITN c. BFAQ
d. KITN d. IAHQ
e. KITE e. BHAQ
16. 19.
a. IDAF
S a. FKEN
D
b. BDHF b. FOEN
c. IFHD c. FKNE
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d. BFHD d. DOEN
e. IDHF e. DONE
1 2 3 4
C
S
D
D
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Use the chart above to determine the calculations required for questions 20–28.
20. Count the number of squares in Row C: 21. Count the number of triangles in Column 2,
a. 11 Rows B, C, and E:
b. 12 a. 11
c. 13 b. 12
d. 14 c. 13
e. none of the above d. 14
e. none of the above
22. Count the number of circles in Rows A, C, and 26. How many stars and circles are in Row C?
E: a. 33
a. 49 b. 34
b. 50 c. 35
c. 51 d. 36
d. 52 e. none of the above
27. Count the number of stars, circles, squares, and
23. Count the number of stars in Column 1, Rows triangles in Row A, in Columns 1 and 2:
A, C, D, and E: a. 28
a. 16 b. 29
b. 18 c. 30
c. 19 d. 31
28. Count the number of squares and stars in
24. Count the number of squares in Columns 1 Columns 1 and 4:
and 3. S a. 69
a. 37 b. 70
b. 38 c. 71
D
c. 39 d. 72
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25. Count the number of triangles in Columns 1 and

2, excluding Row B:
a. 33
b. 37
c. 38
d. 40
Sorting Code
BOX BOX BOX BOX BOX

1 2 3 4 5
Pass Fail Recycle Color Join
Box Box Box Box Box
The Sorting Code above is a graphical summary for the following Sorting Code. Read the code carefully.
Sorting Code for Boxes 1 through 5: S

Box 1: Pass Box
All packages placed in this box must satisfy each of the following requirements:
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■ The two pieces fit together properly.
■ The two pieces are the same color.

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■ The two pieces are free from defects.
Box 2: Fail Box

All packages placed in this box contain two defective pieces. Regardless of fit or color, if both pieces inside a pack-
age are defective, put them in the Fail Box.
Note: A “defect” is displayed as a dashed line going across the piece. See the graphic code above.
Box 3: Recycle Box

All packages placed in this box contain one defective piece. Regardless of fit or color, if one piece of the pair is
defective, put the package in the Recycle Box.
Box 4: Color Box

All packages placed in this box contain pieces that do not match in color. This box takes priority over the Join
Box: When examining mismatched pairs that will not fit together and have different colors, place the package in
the Color Box.
Box 5: Join Box

All packages in this box do not fit together.
In questions 29–32 below, you are presented with 31.

a package containing two pieces. Use the sorting code
on p. 68 to determine which box each package needs
to be placed in.
29. a. Box 1
b. Box 2
c. Box 3
d. Box 4
a. Box 1 e. Box 5
b. Box 2 32.
c. Box 3
d. Box 4
e. Box 5
30. a. Box 1
b. Box 2
c. Box 3
S d. Box 4
a. Box 1 e. Box 5
b. Box 2
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c. Box 3
d. Box 4
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e. Box 5
EYE-HAND COORDINATION ANSWER EXPLANATIONS
1. e 5. g
1 a 1 a
2 b 2 b
3 c 3 c
4 d 4 d
5 e 5 e
6 f 6 f
7 g 7 g
8 h 8 h
2. h 6. a
1 a 1 a
2 b 2 b
3 c 3 c
4 d 4 d
5 e S 5 e
6 f 6 f
7 g 7 g
D
8 h 8 h
3. c 7. d
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1 a 1 a
2 b 2 b
3 c 3 c
4 d 4 d
5 e 5 e
6 f 6 f
7 g 7 g
8 h 8 h
4. b 8. f
1 a 1 a
2 b 2 b
3 c 3 c
4 d 4 d
5 e 5 e
6 f 6 f
7 g 7 g
8 h 8 h
9. enter
E A
C
S D
10. enter
D
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A
E
B
D
C
11. A
enter
D S C
D
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12. c. SAME 13. a. GOCI
Letter A B C D E F G H I J Letter A B C D E F G H I J
Code Code
Letter K L M N O P Q R S T Letter K L M N O P Q R S T
Code Code
14. b. RJPS 15. e. KITE
Code Code
Code S Code
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16. d. BFHD 17. d. POLN
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Code Code
Code Code
18. c. BFAQ 19. e. DONE
Code Code
Code Code
20. c. 13 1 2 3 4 23. a. 16 1 2 3 4
A A
B B
C C
D D
E E
21. d. 14 1 2 3 4 24. e. 41 1 2 3 4
A A
B S B
C C
D
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D D
E E
22. b. 50 1 2 3 4 25. a. 33 1 2 3 4
A A
B B
C C
D D
E E
26. c. 35 28. e. 73
20 circles + 15 stars 32 squares + 41 stars
1 2 3 4 1 2 3 4
A A
B B
C C
D D
E E
27. d. 31 29. c. This package belongs in Box 3, the Recycle

Count all shapes in this region. Box, because one piece is defective.
1 2 3 4 30. d. This package belongs in Box 4, the Color
A
S Box, because mismatched color takes pri-
D
ority over mismatched fit. The sorting
code states: When examining mismatched
B
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pairs that will not fit together and have dif-

ferent colors, place the package in the Color
C
Box.
31. a. This package passes inspection because
D the two pieces fit together properly, are
the same color, and are free from defects.
E 32. b. This package contains two defective pieces
and belongs in the Fail Box, which is Box
2. The Sorting Code states: Regardless of fit
or color, if both pieces inside a package are
defective, put them in the Fail Box.
questions may require previous knowledge of the topic
while other questions will include all of the informa-
tion you need to choose an answer.
A typical mechanical aptitude question will look
something like this:
Which of the following is a common component of an

internal combustion engine?
a. a piston
b. a compass
c. a hammer
d. a hydraulic jack
The answer is a, a piston. A compass is used to

determine a direction on a map. A hammer is used to
drive nails. A hydraulic jack is used to lift heavy items.
S Some exams may test your knowledge of various
systems or combinations of mechanical devices. A
common example of a mechanical system is the inter-
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WHAT IS MECHANICAL ABILITY? nal combustion engine of an automobile. Other ques-
tions will require the identification of various
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Basically, mechanical ability means that you can under- mechanical tools or devices like hand tools, gears, pul-
stand mechanical principles, devices, and tools, and the leys, levers, fasteners, springs, valves, gauges, and pumps.
everyday physics that make them work. You also have
the ability to reason and understand the direction of
movement of gears in a system of gears. In addition, you WHAT IS A MECHANICAL DEVICE?
can see the patterns of moving parts in engines and
machines. A mechanical device is a tool invented to make a given
Mechanical devices are an integral part of every- task easier. For example, you could drive a nail into a
day life. When you imagine the numbers of cars on the piece of wood with a rock. However, a long time ago,
highways, offices with machines and computers that a woodworker must have decided that there had to be
make routine office duties easier, and the recreational a better way. A long slender handle with a hard piece
vehicles used for vacations, you can quickly calculate of metal for striking the nail provided more accuracy
that a person with mechanical abilities will have lots of and did not damage the wood as easily. Thus was born
work to do in a lifetime. the hammer.
Mechanical aptitude questions tend to cover a
wide range of topics. The questions will usually be mul-
tiple choice with four or five possible answers. Some
Most mechanical devices were invented in the types of hand tools including carpentry tools and auto-
same manner—people looking for easier ways to per- motive hand tools as well as hand tools specific to dif-
form their everyday jobs. Some mechanical devices— ferent trades. Since it is impossible to cover every
the lever, the wheel, and many hand tools—are conceivable kind of hand tool, this chapter lists and
thousands of years old. Other more complex devices, defines some of the hand tools used in everyday situ-
such as pumps and valves, were invented more recently. ations—and the ones you are most likely to be tested
Many times the idea of a new mechanical device exists on.
but the technology to design it does not. For example, Some of the hand tools used by carpenters and
many years before the pump was invented, people other workers are listed on the table on the following
probably discussed the need for an easier way to move page.
water from the river to the town on the hill. However, Some of the hand tools used in the automotive
the technologies of the electric motor and casting of industry are listed below.
metal had not yet been invented, so the modern pump
could not possibly have been invented at that time. ■ Wrenches are used to tighten and loosen
Mechanical devices cover a wide range and vari- nuts and bolts. Examples include open end
ety of tools. In general, mechanical devices are tools that and box end wrenches, crescent, and pipe
relate to physical work and are governed by mechani- S wrenches.
cal forces and movements.You can usually see what they ■ Mechanical jacks are used to lift cars so that
do and how they work—as opposed to, say, a light switch tires can be changed. The jack in the trunk of
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or a battery, which are electrical devices. Some tools are your car is an example.
used to directly accomplish a specific task, such as ■ Pliers are small pincers with long jaws for
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when you use a handsaw to cut a piece of wood. Oth- holding small objects or for bending and cut-
ers, such as pulleys and gears may be used indirectly to ting wire. Examples are cutting pliers, electri-
accomplish certain tasks that would be possible with- cal pliers, and long-nosed pliers. In addition,
out the device but are easier with the device. Still oth- vice grips are considered locking pliers.
ers, such as gauges, only provide feedback information ■ Screwdrivers are tools used for loosening,
on the operation of other mechanical devices. In your tightening, or turning screws. Examples are
daily life, you see and use mechanical devices many Phillips and straight blade screwdrivers.
times each day, so there’s no reason to be intimidated ■ Sockets and ratchets are used like wrenches
by a mechanical aptitude section on any exam. to loosen, remove, or tighten nuts and bolts;
there are many different sizes.
■ Torque wrenches are used to measure the
COMMONLY TESTED tightness, i.e., the proper torque, of a nut or

MECHANICAL DEVICES bolt.
■ Gear pullers are used to remove gears and
HAND TOOLS pulleys.

Hand tools are defined as tools operated not by motors
but rather by human power. There are many different
HAND TOOLS
Tool Description/Function Examples
hammer used primarily to drive and remove nails, as well as to claw hammer, rubber
pound on devices such as chisels mallet, ball-peen hammer
saw thin metal blade with a sharp-toothed edge used to cut handsaw, hacksaw,
wood or metal jigsaw
screwdriver used to tighten and loosen screws and bolts slotted (regular) head,
Phillips head
level two- to four-foot long piece of metal or plastic that hand level, laser level
contains calibrated air bubble tubes, used to ensure
that things are vertically plumb or horizontally level
square used primarily to aid in drawing a cut line on a board L-square, T-square
to insure a straight, ninety-degree cut
plane metal tool with a handle and an adjustable blade, used block plane, various sizes
to shave off thin strips of wood for the purpose of of carpenter’s planes
smoothing or leveling
S
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chisel metal tool with a sharp, beveled edge that is struck scoop chisel, beveled
with a hammer in order to cut and shape stone, metal, chisel, masonry chisel,
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or wood cold chisel

protractor half-circle with tick marks around the edge spaced at only one type, made of
one-degree intervals, used to measure angles metal or plastic
C-clamp C-shaped metallic instrument with a threaded stop that furniture clamps, many
can be adjusted to clamp together pieces of material of types and sizes of metallic
different thicknesses C-clamps
compass V-shaped metallic instrument with a sharp point on the only one type exists
end of one leg and a pencil or pen on the end of the
other leg, used to draw circles
GEARS combustion engine. Gears are used in many mechan-

A gear is generally a toothed wheel or cylinder that ical devices including automotive transmissions, bicy-
meshes with another toothed element to transmit cles, and carnival rides such as Ferris wheels and
motion or to change speed or direction. Gears are typ- merry-go-rounds.
ically attached to a rotating shaft turned by an outside Gears can be used in several different configura-
energy source such as an electric motor or an internal tions. Two gears may be connected by directly touch-
ing each other as in an automotive transmission. In this to rotate. That in turn causes the second pulley to
arrangement, one gear spins clockwise and the other rotate and turn the pump. This arrangement is very sim-
rotates counter-clockwise. Another possible configu- ilar to the previous example of a bicycle chain and gears.
ration is to have two gears connected by a loop of chain You may have seen pulleys used in a warehouse
as on a bicycle. In this arrangement, the first gear to lift heavy loads or on construction sites on cranes.
rotates in one direction causing the chain to move. Since The cable on a crane extends from the object being lifted
the chain is directly connected to the second gear, the up to the top of the crane boom, across a pulley and
second gear will immediately begin to rotate in the same back down to the electric winch that is used to pull on
direction as the first gear. the cable. In this situation the pulley again causes a
Many times a system will use two gears of differ- change in direction of the pulling force from the down-
ent sizes as on a ten-speed bicycle. This will allow ward force of the winch that pulls the cable to the
changes in speed of the bicycle or machine. upward movement of the object being lifted.
Problems about gears will always involve rotation
or spinning. The easiest way to approach test questions
that involve gears is to draw a diagram of what the ques- LEVERS
tion is describing. Use arrows next to each gear to
indicate which direction (clockwise or counter-clock- A lever is a very old mechanical device. A lever typically
S
wise) it is rotating. consists of a metal or wooden bar that pivots on a fixed
point. The object of using a lever is to gain a mechan-
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PULLEYS ical advantage. Mechanical advantage results when you
A pulley consists of a wheel with a grooved rim in which use a mechanical device in order to make a task easier;
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a pulled rope or cable is run. Pulleys are commonly used that is, you gain an advantage by using a mechanical
with ropes or steel cables to change the direction of a device. A lever allows you to complete a task, typically
pulling force. lifting, which would be more difficult or impossible
Pulleys are often used to lift things. For instance, without the lever.
a pulley could be attached to the ceiling of a room. A The most common example of a lever is a play-
rope could be run from the floor, up through the pul- ground seesaw. A force (a person’s weight) is applied
ley and back down to a box sitting on the floor. The pul- to one side of the lever, which causes the weight on the
ley would allow you to pull down on the rope and cause other side (the other person) to be lifted. However, since
the box to go up. That is, the pulley caused a change in the pivot point on a seesaw is in the center, each per-
direction of the pulling force. This is the principle son must weigh the same or things do not work well.
behind the elevator. You see, a seesaw is a lever with no mechanical advan-
Another common use for a pulley is to connect tage. If you push down on one side with a weight of ten
an electric motor to a mechanical device such as a pump. pounds you can only lift a maximum of 10 pounds on
One pulley is placed on the shaft of the motor, and a the other side. This is no great advantage.
second pulley is placed on the shaft of the pump. A belt This brings us to the secret of the lever. In order
is used to connect the two pulleys. When the motor is to lift an object that is heavier than the force you want
turned on, the first pulley rotates and causes the belt to apply to the other side of the lever, you must locate
the pivot point closer to the object you want to lift. If SPRINGS
two fifty-pound children sit close to the center of the A spring is an elastic mechanical device, normally a coil
seesaw, one fifty-pound child close to the end of the of wire, that returns to its original shape after being
board on the other side will be able to lift them both. compressed or extended. There are many types of
Test questions about levers will typically require springs including the compression coil, spiral coil, flat
a bit of math (multiplication and division) to solve the spiral, extension coil, leaf spring, and torsion spring.
problem. There is one simple concept which you must Springs are used for many applications such as car
understand in order to solve lever problems: the prod- suspensions (compression coil and leaf springs), garage
uct of the weight to be lifted times the distance from doors (extension coil and torsion springs), wind-up
the weight to the pivot point must be equal to the prod- clocks (flat spiral and torsion springs), and some styles
uct of the lifting force times the distance from the force of ballpoint pens (compression coil).
to the pivot point. Stated as an equation, it would be: In the kind of questions you’re likely to be asked
on a mechanical/spatial exam, you can assume that
w ! d1 " f ! d2. springs behave linearly. That is, if an extension spring
stretches one inch under a pull of ten pounds, then it
For example, Bill has a 15-foot long lever and he will stretch two inches under a pull of twenty pounds.
wants to lift a 100-pound box. If he locates the pivot In real life, if you pull too hard on a spring, it will not
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point 5 feet from the box, leaving 10 feet between the return to its original shape. This is called exceeding the
pivot point and the other end of the lever where he will spring’s elastic limit.Your exam is not likely to deal with
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apply the lifting force, how hard must he press on the this type of spring behavior.
lever to lift the box? If several springs are used for one application, they
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Use the lever formula, w ! d1 " f ! d2. The weight can be arranged in one of two ways: in series or in par-
of 100 pounds times 5 feet must equal 10 feet times the allel. The easiest way to remember the difference is that
force: 100 ! 5 " 10 ! force. Using multiplication and if the springs are all hooked together, end to end, then
division to solve for the force, you get 50 pounds of force you have a series of springs. The other option is for the
that Bill must apply to the lever to lift the box. springs not to be hooked together but to be lined up
side by side, parallel to each other. If two springs are
FASTENERS arranged in series, they will stretch much farther than
A mechanical fastener is similar to any mechanical the same two springs arranged in parallel under the
device or process used to connect two or more items same pulling force. This is because in series, the total
together. Typical examples of fastening devices are pulling force passes through both springs. If the same
bolts, screws, nails, and rivets. Processes can be used to springs are arranged in parallel, the pulling force is
mechanically join items together including gluing and divided equally with half going through each spring.
welding. There are also unique mechanical fasteners
such as “hook and loop,” which consist of two tapes of
material with many small plastic hooks and loops that
stick together. Children’s sneakers often use such fas-
tening tape instead of laces.
Springs in Series: GAUGES
Gauges are used to monitor various conditions and the
Spring #1 Spring #2 Spring #3
performance of mechanical machines such as pumps
and internal combustion engines, as well as to moni-
Pulling Force =
10 Pounds tor the surrounding atmospheric conditions that could
Wall indirectly affect a particular machine.
Springs in Parallel: Gauges are usually marked with the units they are
measuring. A few examples of different types of units
are:
Rigid Bar
■ Degrees Celsius or Fahrenheit for tempera-

Pulling Force =
10 Pounds ture gauges
■ Pounds per square inch (psi) for pressure
gauges
■ Meters (or sometimes feet) for elevation
Wall
gauges
The key to solving spring problems is to draw a
diagram of the arrangement, if one isn’t already pro-
S You must be very careful to recognize and under-
stand the units of a gauge that appear in a test ques-
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vided, and follow the pulling force through the system.
tion. For instance, a temperature gauge (commonly
VALVES called a thermometer) could use either degrees Fahren-
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A valve is a mechanical device that controls the flow of heit or degrees Celsius. Mistakes on units can cause
liquids, gases, or loose material through piping systems. major problems, so be careful! The table on the fol-
There are many types of valves including butterfly lowing page shows some common types of gauges, what
valves, gate valves, plug valves, ball valves, and check they measure, and the kind of units they use.
valves. Gauges are sometimes marked with warnings
A valve is basically a gate that can be closed or about limits of safe operation. For instance, an oil
opened in order to permit the fluid or gas to travel in pressure gauge on an internal combustion engine may
a particular direction. The type of exam question you show a maximum safe working pressure of 15 psi. If
are likely to see that involves valves will be one in you’re asked about the safe operation of a device with
which you must follow a piping flow diagram through a gauge on it, you should pay careful attention to any
several sets of valves. These problems are best markings that show such a limit.
approached by taking your time and methodically fol-
lowing each branch of the piping system from start to PUMPS
finish. A pump is a device used to transfer a liquid or a gas from
one location, through a piping system, to another loca-
tion. There are many different types of pumps, includ-
ing centrifugal pumps, positive displacement pumps,
ATMOSPHERIC GAUGES
Gauge What It Measures Units
Thermometer temperature degrees Fahrenheit or Celsius
Barometer atmospheric pressure inches or millimeters of mercury
Hygrometer relative humidity percentage of water in air
MACHINE PERFORMANCE GAUGES
Gauge What It Measures Units
Speedometer velocity miles per hour (mph) or kilometers per
hour (kph)
Tachometer speed of rotation for equipment such revolutions per minute (rpm)
as pumps, internal combustion
engines, or fans
Pressure gauge internal pressure pounds per square inch (psi) or inches
of water
Flow meter volume of flow in a piping system cubic feet per minute (cfm) or gallons
S per minute (gpm)
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metering pumps, diaphragm pumps, and progressive pumps to transfer drinking water from a reservoir to
cavity pumps. your house or business, and industrial pumps used to
Generally speaking, a working pump consists of move industrial fluids such as chemicals or waste prod-
the pump itself (case, bearings, impeller, seals, shaft, ucts from one tank to another inside a plant. A car also
base, and other components) and an outside energy uses pumps to pump fuel from the gas tank to the engine
source. The outside energy source could be an electric and to pump coolant from the radiator to the engine
motor, internal combustion engine, or battery to pro- block.
vide mechanical energy to the pump. This energy
causes the inner workings of the pump to propel the
liquid or gas through the piping system. The flow rate SYSTEMS THAT USE
at which the liquid or gas is pushed through the pip- MECHANICAL DEVICES
ing system is typically measured by a flow meter in units
of gallons per minute (gpm) or cubic feet per minute Many mechanical devices are actually a combination
(cfm). of several simple devices that work in conjunction to
Pumps are used for many purposes. Some exam- form a group of interacting mechanical and electrical
ples include gasoline pumps used to pump the gaso- components called a system. Some of the systems most
line from a holding tank in to your engine, water likely to appear on the exam are discussed below.
INTERNAL COMBUSTION ENGINES The Throttle Governor
Internal combustion engines (ICEs) are commonly The throttle governor is a device in an ICE that uses a
used to drive many mechanical devices. However, they spring to reduce the flow of gas back to idle level when
are very complex mechanical devices themselves. ICEs you take your foot off of the gas pedal.
are used in cars, trucks, construction equipment, and
many other devices. They can be fueled by gasoline, AUTOMOBILES AND OTHER VEHICLES
diesel fuel, natural gas, or other combustible fossil An automobile is one of the most complex assemblies
fuels. of mechanical devices in existence. The ICE is only one
An ICE is a system composed of dozens of indi- of many subsystems of mechanical devices on an auto-
vidual mechanical (as well as electrical) systems. A few mobile. A few of the other devices and systems are dis-
of the major systems within an ICE are discussed cussed below.
below.
The Brakes
The Cooling System Pressing the brake pedal compresses a piston that forces
The purpose of the cooling system is to dissipate the hydraulic fluid through the brake line piping, activat-
heat generated by the engine. The system consists of ing automobile brakes. The brake fluid presses against
a pump that moves the coolant (anti-freeze) from the a set of mechanical calipers that squeeze the brake pads
S
radiator through piping to the engine block, where it against the rotors. The rotation of the wheels is slowed
becomes hot, and then back out to the radiator where by friction. Several springs are used to return the brake
D
the liquid coolant is cooled. pedal and the calipers to their neutral position.
BR
The Pistons, Tie Rods, and Crankshaft The Steering Assembly

The pistons, tie rods, and crankshaft are all parts of the The steering wheel is attached to a shaft with gears on
inner workings of an ICE. When the spark plug inside it. The gears turn to rotate a series of levers that are con-
the engine cylinder ignites the fuel, the piston is forced nected by bolted connections. The levers then cause the
downward. The piston is mechanically fastened to the wheels to turn.
tie rod, which is therefore also driven downward. The
tie rod is attached to the crankshaft and applies a rota- The Exhaust System
tion to the crankshaft. The crankshaft has gears attached The exhaust system includes a system of piping con-
to it that are connected to other gears on the trans- nected to the engine with welded joints. Several brack-
mission. Eventually the power is transferred to the ets are used to suspend the piping beneath the
wheels of the car, the inner workings of the pump, or automobile. The engine’s exhaust passes through the
whatever device the ICE is driving. piping to the muffler, which is an acoustical chamber
that reduces the engine noise.
The Fuel Pump
Fuel, typically gasoline or diesel fuel, is transferred BICYCLES
from the tank to the engine by the engine’s mechani- A bicycle is not nearly as complex as an automobile.
cal fuel pump. However, it too uses several mechanical devices.
■ The chain drive. The pedals are connected to exactly what the question is asking. Take notes
the drive gear. A chain is used to connect the and draw pictures on scratch paper. That way
drive gear to the gears on the rear wheel. you won’t waste time by going in the wrong
■ The frame. Many welded joints are used to direction.
hold the frame together. ■ Some questions will require the use of math
■ The suspension system. These days many (typically addition, subtraction, multiplica-
bikes have suspension systems. The front tion, and division) and science. In these situa-
wheel may use a hydraulic shock absorber. The tions, think about what you have learned
rear wheel may use two springs in parallel to previously in school.
reduce shock to the rider. ■ Use your common sense. Some mechanical
devices can seem intimidating at first but are

really a combination of a few simple items. Try
GENERAL MECHANICAL APTITUDE to break complicated questions down into
smaller, manageable pieces.
Mechanical devices are such an integral part of every- ■ Answer the questions that are easiest for you
day life that there are many real-life sources you can first. You do not have to go in order from start
investigate to gain more knowledge of their design Sto finish. Read each question and, if you are
and use. A construction site is a great place to visit for not sure what to do, move on to the next ques-
a day to learn more about hand tools, cranes, pumps, tion. You can go back to harder questions if
D
and other devices. Ask the construction supervisor if you have time at the end.
you can take a tour. ■ Many mechanical devices are commonly
BR
Another alternative would be to hang out at an used in everyday life. You do not have to be a
automotive repair shop. Internal combustion engines, mechanic or an engineer to use these devices.
lifts, levers, and hand tools are only a few of the types If something seems unfamiliar, try to think of
of mechanical devices you could see in use. Yet another items around your house that might be simi-
possibility would be to visit a local manufacturer in your lar.
town. Examples include a foundry, a sheet metal fab- ■ Don’t be intimidated by unfamiliar terms. In
ricator, an automotive manufacturer, or a pump man- most instances, there are clues in the question
ufacturer. Look in the yellow pages under that will point you toward the correct answer,
“manufacturing” for possibilities. and some of the answers can be ruled out by
common sense.
How to Answer Mechanical Aptitude Questions

■ Read each problem carefully. Questions may
contain words such as not, all, or mostly, which

can be tricky unless you pay attention.
■ Read the entire question once or even a few
times before trying to pick an answer. Decide

SAMPLE MECHANICAL APTITUDE 6. What is the main function of a pulley?
QUESTIONS a. to decrease the strength of a construction
crane
Now use what you’ve learned by reading this chapter b. to override the power of an electric motor
to answer the following mechanical aptitude ques- c. to add energy to a system
tions. Answers are at the end of the chapter. d. to change the direction of a pulling force
1. Which of the following tools is used to smooth 7. Steve has a lever whose pivot point is 3 feet from
or level a piece of wood? the 50-pound box he wants to lift. Steve is stand-
a. a wrench ing at the other end of the lever, 6 feet from the
b. a screwdriver pivot point. How much force must he apply to
c. a plane lift the box?
d. a hammer
Force
50 lb
2. A compass is used for what purpose? Lever Pivot
Box
Point
a. to measure angles
b. to tighten and loosen nuts and bolts Floor
c. to drive and remove nails S 6 ft 3 ft
d. to draw circles of various sizes
D
3. Which of the following is NOT a carpenter’s a. 50 pounds
hand tool? b. 25 pounds
BR
a. a winch c. 100 pounds

b. a level d. 6 pounds
c. a compass
8. Which of the following is NOT a mechanical
d. a chisel
process for fastening?
4. Vice grips are a type of a. welding
a. ax b. buttoning
b. locking pliers c. bolting
c. ladder d. covalent bonding
d. mechanical jack
5. How can gears be used to change the speed of a

machine?
a. use more gears
b. use two gears of the same size
c. use two gears of different sizes
d. use two large gears
9. When three identical springs are arranged in a 11. What type of outside energy source could be
series and a pulling force of 10 pounds is applied, used to operate a pump?
the total stretch is 9 inches. If these same three a. a battery
springs were arranged in parallel and the same b. an internal combustion engine
10-pound force is applied to the new arrange- c. an electric motor
ment, what will be the total distance of stretch? d. all of the above
Springs in Series: 12. What type of mechanical device is used to aid

in the cooling of an internal combustion engine?
Spring #1 Spring #2 Spring #3
a. a pump
b. a lever
Pulling Force =
10 Pounds c. a gauge
Wall d. a hammer
Springs in Parallel:
13. Of the following mechanical devices on an auto-
mobile, which one uses friction to accomplish
Rigid Bar its purpose?
S a. the steering system
Pulling Force = b. the exhaust system
10 Pounds
c. the braking system
D
d. the internal combustion engine
BR
Wall
14. The suspension system on a bicycle is likely to
use which of the following mechanical devices?
a. 3 inches a. a chain
b. 4.5 inches b. a pulley
c. 9 inches c. a gear
d. 18 inches d. a spring
10. What type of gauge uses units of rpm?

a. a pressure gauge
b. a tachometer
c. a speedometer
d. a thermometer
ANSWERS TO SAMPLE QUESTIONS 13. c. The braking system uses friction to slow
or stop the rotation of the wheels.
1. c. See the table under “Hand Tools” earlier 14. d. Springs are commonly used in suspension
in this chapter for the functions of the systems.
items listed.
2. d. As defined under “Hand Tools,” a compass
is used to draw circles.
3. a. A level, a compass, and a chisel are all car-
penter’s hand tools.
4. b. Vice grips are a type of locking pliers.
5. c. Changing gears on a ten-speed bicycle is a
good example of using different size gears
to change speed.
6. d. Pulleys are used to change not the
strength of a force but its direction.
7. b. Apply the distance formula, w ! d1 " f !
d2, to come up with the equation 50 ! 3 S
" f ! 6. Solve for the unknown f by mul-
tiplying 3 times 50 to get 50 and then
D
dividing by 6 to get 25 pounds.
8. d. A covalent bond is a chemical bond.
BR
Welding, buttoning, and bolting are all

mechanical fastening processes.
9. a. The total pulling force will be divided
equally, with each spring experiencing
one-third of the total force. Since the
force is divided by 3, the amount of
movement will be divided by 3 also. The
original configuration stretched 9 inches,
so the new arrangement will stretch only
3 inches.
10. b. A tachometer measures rotation in units
of revolutions per minute or rpm.
11. d. Any of the energy sources listed could be
used to operate a pump.
12. a. As discussed in the section “Internal
Combustion Engines” earlier in this chap-
ter, a pump is used to help cool an ICE.

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(a) (b) (c) (d) (e)

(a) (b) (c) (d) (e)

Nope. Nope. Nope. Nope. Yes!

(a) (b) (c) (d) (e)

Nope. Nope. Nope. Nope.

11. 12. 13. 14. 15.

Use Figure J-1 for questions 21–25:

23. The hidden figure in block 3 is _____.

Use Figure J-2 for questions 26–30:

28. The hidden figure in block 8 is _____.

These 3-D–based questions have you counting lots and

This first sample question has a pyramid-like structure

18. Block 3 is touched by _____ other blocks.

19. Block 4 is touched by _____ other blocks.

20. Block 5 is touched by _____ other blocks.

16. Block 1 is touched by _____ other blocks.

17. Block 2 is touched by _____ other blocks.

23. Block 8 is touched by _____ other blocks.

29. Block 14 is touched by _____ other blocks.

14. 70 29. d. Block 14 touches two blocks above, one

ROTATED BLOCKS INSTRUCTIONS

ROTATED BLOCKS ANSWER EXPLANATIONS

Left Front Right

MATCHING PIECES AND PARTS

It would be impossible for choice b to be a part

Too small. Too large.

Now you should focus on a and d. Although they S

Now, we can fit them together:

Sometimes you will be surprised which pieces turn

MATCHING PIECES AND PARTS ANSWER EXPLANATIONS

SPATIAL ANALYSIS INSTRUCTIONS

SPATIAL ANALYSIS ANSWER EXPLANATIONS

front side front side

11. front side

front side 24.

front side 29.

UNDERSTANDING PATTERNS INSTRUCTIONS

128 CHAPTER 4 • LearningExpress Mechanical & Spatial Aptitude

UNDERSTANDING PATTERNS ANSWER EXPLANATIONS

EYE-HAND COORDINATION LETTER-SYMBOL CODING

You can check your answers against this key.

These questions tend to get pretty tedious. Be extremely careful.

2" 3" 3" 3"

2" 3" 2" 3"

BOX BOX BOX BOX

Did you come out at B? Following is the answer key.

e. none of the above

25. Count the number of triangles in Columns 1 and

BOX BOX BOX BOX BOX

Sorting Code for Boxes 1 through 5: S

■ The two pieces are the same color.

■ The two pieces are free from defects.

Box 2: Fail Box

Box 3: Recycle Box

Box 4: Color Box

Box 5: Join Box

In questions 29–32 below, you are presented with 31.