W H Y T H E C O M P U T E R P R O G R A M M E R A P T I T U D E B A T T E R Y ?

The Computer Programmer Aptitude Battery (CPAB) test is one of the admission requirements for

entry into the Business Information Technology (BIT) program at Red River College.

This test is utilized to determine whether you possess the necessary aptitudes (skills) needed to

succeed in the BIT program and subsequently in a related career.

What should I know before I take an aptitude test?

1. The CPAB is comprised of the following three (3) subtests: (1) Reasoning, (2) Number Ability

and (3) Diagramming.

2. Generally speaking, you cannot study beforehand for an aptitude test.

3. If you are ill, or are otherwise unable to attend your scheduled test date, please contact your

Admissions Officer to reschedule.

4. Get as much rest as you think you need. You won’t likely do your best if you are tired.

5. Previous test-taking experience of any kind can help to reduce your level of anxiety prior to,

as well as during, the aptitude test.

6. Be early for your testing session so you can sit down and relax awhile before the test is

scheduled to begin.

7. If you are unsure of any instruction, ask the test supervisor for clarification.

8. Most aptitude tests are designed so that you will not complete all the questions in the time

allotted but work as fast as you can.

9. There are no penalties attached to guessing (i.e. no negative marking). Do your best to work

out the problems, but don’t be afraid to take a guess if you don’t know the answer to a

question.

10. Questions tend to become progressively more difficult as you work through the individual

sub-tests.

11. Don’t give up! The test may seem difficult to you, but remember that it may be just as

difficult for the others taking it.

H O W C A N I P R E P A R E F O R T H E C O M P U T E R P R O G R A M M E R A P T I T U D E B A T T E R Y

T E S T ?

The CPAB test consists of three multiple choice subtests, each timed separately. The test evaluates

your reasoning, problem-solving, and critical thinking skills.

No calculators, scrap paper or other resources are permitted. You cannot make marks in the test

booklet.

In each subtest, you will be reminded to work as rapidly and accurately as possible. If you have

difficulties with any question, move onto the next question, returning to the previous if time allows.

In order to successfully complete the CPAB, a total minimum score of 32/87 (= 37%) is required.

The multiple-choice questions are grouped into three subtests. Each subtest assesses the following

skills:

S u b t e s t I — R e a s o n i n g — ( 2 4 q u e s t i o n s , t y p i c a l l y 2 0 m i n u t e s )

A subtest of ability to translate ideas and operations from word problems into mathematical

notations.

Each question presents a problem in written form requiring you to choose one of five algebraic

expressions that represents an equivalent description of the problem.

S u b t e s t I I — N u m b e r A b i l i t y — ( 2 8 q u e s t i o n s , t y p i c a l l y 6 m i n u t e s )

A subtest of your ability to quickly estimate reasonable answers to questions.

Each question presents a common mathematical expression utilizing only numbers and basic

arithmetic operators (+ − × ÷). Four possible answers are provided for selection.

S u b t e s t I I I — D i a g r a m m i n g — ( 3 5 q u e s t i o n s , t y p i c a l l y 3 5 m i n u t e s )

A subtest of your ability to analyze a problem and order the steps for solution in a logical

sequence.

Each question is part of a set that references a particular flowchart diagram. For each question

related to the flowchart diagram, there are five possible solutions that represent the continuation of

the given sequence (i.e. missing logic) or the results as based on a set of input parameters.

We have included some sample questions for you in the following pages. The answers and the

rationale for those answers are also provided.

S U B T E S T I R E A S O N I N G

Instructions. This is a subtest of your ability to reason and to express problems in a simple form

using conventional mathematical symbols. The items in the subtest require you to read a problem

and formulate an answer for it. Look at the answer choices and mark an X in the box on the answer

sheet containing the number of the answer you have chosen. For example:

a) An office manager ordered a conference

table which cost S dollars, a dozen chairs

which cost P dollars each, and three

bookshelves which cost Y dollars apiece.

The total cost of the order in dollars is:

The correct solution to the sample problem is “S + 12P + 3Y” and the number before that answer is 3.

The box on the answer sheet containing the 3 has been marked with an X.

b) A construction manager requires bricks

whose width (W) is four times the height

(H) but have depths (D) twice that of the

height. The expression that describes the

volume (W × H × D) of each brick but in

terms of width (W) only is:

Because we’re describing the dimensions in terms of W, which is the largest dimension, the other two

dimensions will be smaller. Since we’re describing the volume as W × H × D, and H is smaller than D,

we choose the answer with the terms arranged in that order, which is answer 4.

1. S + P + Y

2. SP + 3Y

3. S + 12P + 3Y

4. S + (P + Y) 4

5. S + P + 3Y

Answer Sheet

1

2

3

4

5

1. W × 0.5W × 0.5W

2. W × 0.5W × 0.25W

3. W × 4W × 2W

4. W × 0.25W × 0.5W

5. W × 0.25W × 0.25W

Answer Sheet

1

2

3

4

5

c) I = RT expresses the relationship between income,

time and the rate of pay. If R and T are positive

numbers, R is constant and T increases, what

happens to I?

All we are saying (with the mathematical symbols I = RT) is that income depends upon rate of pay (per

unit of time; probably per hour) by the amount of time (number of hours) worked. If so, then income

will increase in direct relationship to the increase in time worked, which is option 4. This is just

common logic expressed mathematically.

d) A person burns W cords of wood per

month for R months per year. How

much will it cost if the cost a year of the

wood is C dollars per cord?

Logically, the number of cords per month times the number of months will give us total cords

burned, W × R or WR. This total times the price per cord (C) will give us total cost, or C (WR), which is

option 1.

PLEASE MAKE NO MARKS IN THE TEST BOOKLET.

1. Remains the same only when R and T are equal

2. Increases after T = R

3. Decreases unconditionally

4. Increases unconditionally

5. Decreases after T = R

1. C (WR)

2. WR C

3. C × W + R

4. C(W) (R)

5. WR = C

Answer Sheet

1

2

3

4

5

Answer Sheet

1

2

3

4

5

S U B T E S T I I N U M B E R A B I L I T Y

Instructions. This test measures your ability to make rapid numerical calculations and estimates.

Look at the samples below:

a) 35 + 16

b) (123 ÷ 11) + 18

(approximate)

c) (((132 ÷ 10) × 3) ÷ 4)

(approximate)

The correct answer to Sample ‘a)’ is “D,” or 51, and an X has

been marked in that box on the answer sheet. Sample ‘b)’ calls for an approximate answer. From

among those listed, the alternative that is the closest estimate to the correct answer is “C,” or 30.

This alternative has been marked on the answer sheet. You should be able to find out that the

answer to Sample ‘c)’ is “B.”

Remember, you are to calculate or estimate the correct answers to the problems mentally. The time

limit is very short, so you should not waste time working out the answers with a pencil.

PLEASE MAKE NO MARKS IN THE TEST BOOKLET.

A

B

C

D

Answer sheet

A

B

C

D

A. 41

B. 45

C. 50

D. 51

A. 15

B. 27

C. 30

D. 33

A

B

C

D

A. 12

B. 10

C. 8

D. 7

S U B T E S T I I I D I A G R A M M I N G

Instructions. In this section there are problems with flow charts. These are schematic diagrams that

illustrate the process by which each problem is solved, by using arrows that flow from cell to cell. Look

at the sample diagram below and read the Sample Problems and Conditions. Note that some cells in

the diagram contain a statement of action (e.g., “Select a piece”); some cells contain a question (e.g.,

“is it 4.5 oz. or over?”); and some cells contain an answer to the question (“Y” for yes, or “N” for no).

If it were complete, every cell in the diagram would contain a statement, question, or answer.

However, many of the diagrams as given are not complete: some cells contain a number instead of a

question or statement. Your task is to complete the diagram by filling in the numbered cells so that

the diagram correctly charts the problem solution. For each numbered cell you are given five

alternative questions or statements to the right of the diagram and problem. From these alternatives

you are to choose the one that should property appear in the cell of that number.

Now look at the diagram again. The first step in solving the problem of classifying the products is to

“Select a piece.” Following the arrow to the next cell, the question is asked, “Is it 4.5 oz. or over?” The

arrow going down from this cell leads to the answer “Y” (or yes), and then to the cell classifying the

piece as K (because Class K weighs 4.5 oz. or over). Now go back to the question and follow the arrow

leading to the answer ‘N’ (or no).

This leads to the numbered cell 1, for which you must select the proper statement or question. Before

looking at the suggested alternatives for this cell, look at the arrows going from it. The arrow down

leads to the answer “Y” (yes) and then to a cell classifying the piece as L. These entries indicate that

cell 1 must ask a question — a question that will identify the piece as Class L. The question “Is it 3.5 to

4.4 oz.?” would do this because that is the weight given for Class L. On the sample questions page,

look at the alternatives for cell 1. This question is listed as alternative C, and the C box on the sample

answer sheet has been marked.

Now look at cell 2. The arrow leading to it comes from the answer “N” (no) to the question you have

just inserted in cell 1 (“Is it 3.5 to 4.4 oz.?”). In order to get to this point on the diagram the piece

must have taken the following route—

Question: “Is it over 4.5 oz.?” (A test for Class K)

Answer: No

Question: “Is it 3.5 to 4.4 oz.?” (A test for Class L)

Answer: No

Therefore, following this path in the diagram, the piece being tested is neither Class K nor Class L. It

must be Class M. Now look at the alternatives for cell 2. The alternative D, “Classify as M,” is correct

for cell 2 and the D box has been marked on the sample answer sheet. Now select the proper

statement or question for cell 3 yourself, and then come back afterward to read the next paragraph.

You should have chosen alternative B — “Classification of lot complete.” According to the problem,

all 100 pieces in a lot need to be inspected and classified. Notice in the diagram that each time you

classify a piece, either K, L or M, the arrow leads you to the cell containing the statement, “Increase

count by 1,” and then to the cell, “ls count 100?” If the answer to this question is “N,” the arrow goes

to the beginning of the diagram and another piece is selected for inspection and classification.

However, when this process has been repeated 100 times, the count is increased to 100, and the

answer to the question is “Y.” Then all pieces in the lot have been classified and the lot is complete.

S A M P L E P RO B L E MS A N D

C O N D I TI O N S

• A company inspects and classifies its

products in lots of 100.

• It is necessary to classify the individual

pieces within each lot of 100 into three

classes by weight:

Class K — over 4.5 oz.

Class L — 3.5 to 4.4 oz.

Class M — less than 3.5 oz.

Answer sheet

A

B

C

D

E

A

B

C

D

E

A

B

C

D

Cell 1. A. Is it less than 3.5 oz.?

B. Select a piece.

C. Is it 3.5 to 4.4 oz.?

D. Classify as M.

E. Classify as L.

Cell 2. A. Classify as K.

B. Classification of lot complete.

C. Select a piece.

D. Classify as M.

E. Classify as L.

Cell 3. A. Select a piece.

B. Classification of lot complete.

C. Classify lot as K.

D. Classify lot as L.

S A M P L E P RO B L E MS A N D C O N DI T IO NS

Examine the flowchart above. If X=5, Y=8, and Z=12, what is the eventual output from this system?

(a) Result A is stored (b) Item X is stored (c) nothing happens

(d) Result B is stored (e) Item X is deleted

Explanation: X is not greater than 7, so the “N” path (which means “No”) is followed. Y gets added to X, which results in 13. X is not less than 13 (that is, it is not 12 or less), so we take the “N” path. X (at 13) is not equal to Z (at 14), so take the “N” path again to find that we should delete item X.

Answer ‘(e)’ is the correct answer.

Answer sheet A B C D E

S A M P L E P RO B L E MS A N D C O N DI T IO NS

The orders in No. 1 are:

(A) All standard radio orders from Store B.

(B) All standard radio orders from Store A.

(C) All radio orders from Stores A and B.

(D) All standard radio orders from Stores A and B.

The orders in No. 2 are:

(A) All radio orders from Stores A and B.

(B) Only FM radio orders from Store A.

(C) Only FM radio orders from Store B.

(D) FM radio orders from both stores.

The orders in No. 3 are:

(A) Radio orders with both options.

(B) Radio orders with either FM or EX options.

(C) Radio orders with either FM or EX options from Store A.

(D) Radio orders with both options from Stores A and B.

The directions for No. 4 are:

(A) Add 1 to Store B’s count.

(B) Add 1 to total production count.

(C) STOP.

(D) Add 1 to both EX and FM options count.

Where would you draw the arrow from No. 5 if you wanted to process another

order?

(A) Return to “Package Standard Radio.”

(B) Return to “Order from Store A.”

(C) Return to “Take 1 Order.”

(D) Return to “Ship to Store B.”

Answer sheet

A

B

C

D

A

B

C

D

A

B

C

D

A

B

C

D

A

B

C

D

A n s w e r s

No. 1 D — We have determined only that orders at this point are standard radios, but not

yet which store they are from.

No. 2 D — At this point we have determined that this is an order for an FM radio, but do not

yet know from which store.

No. 3 B — At this point, we have orders for either FM or external speaker radios, but must

still determine from which stores the orders came.

No. 4 A — Since we have now determined that the specific order is from Store B, we add to

that store’s total count of orders.

No. 5 C — Since this is a continuous evaluation program, once an order has been evaluated

and processed we start again by taking the next order.

PLEASE MAKE NO MARKS IN THE TEST BOOKLET.