MBAhelp.de - GMAT Diagnostic Test Center

Nehmen Sie Papier und Bleistift zur Hand. Für den GMAT dürfen Sie keinen Taschenrechner benutzen.

Viel Spaß und gute Konzentration!

Welcome to your GMAT Diagnostic Test

Name Business Email Phone Number

When a certain bacteria are placed in a Petri dish it begins to double every 10 minutes. If the total amount of bacteria placed in the dish is 20, what will be the total after one hour?

2x10^6

10x2^6

20^6

5x2^8

2x20^6

A cop clocks a motorcyclist speeding down the highway at 90 mph. 2 minutes later the cop tears off after him averaging a speed of 120mph. At this rate how long will it take for our friendly copper to catch the speeder?

5 min.

6 min.

8.5 min.

10 min.

15 min.

There are these 8 numbers in a set 9.4,9.9,9.9,9.9,10.0,10.2,10.2,10.5 The mean and standard deviation of the 8 numbers are 10.0 and 0.3 respectively, what percent of the 8 numbers are within one standard deviation of the mean?

90%

85%

80%

75%

70%

Is |x-y| > |x| - |y|?

(1) y<x
(2) xy<0

Statement 1 alone is sufficient to answer the question, but statement 2 alone is not sufficient

Statement 2 alone is sufficient to answer the question, but statement 1 alone is not sufficient

Both statements together are needed to answer the question, but neither statement alone is sufficient

Either statement by itself is sufficient to answer the question

Not enough facts are given to answer the question

Exactly 3/7 of the people in the room are under the age of 21, and exactly 5/13 of the people in the room are over the age of 65. If the total number of people in the room is greater than 50 and less than 100, how many people in the room are under the age of 21?

What is the value of k?

(1) In the xy-coordinate system, (a,b) and (a+3, b+k) are two points that lie on the line defined by the equation x = 3y - 7
(2) k² = 1

Statement 1 alone is sufficient to answer the question, but statement 2 alone is not sufficient

Statement 2 alone is sufficient to answer the question, but statement 1 alone is not sufficient

Both statements together are needed to answer the question, but neither statement alone is sufficient

Either statement by itself is sufficient to answer the question

Not enough facts are given to answer the question

Is 22 a factor of x?

(1) 22 is a factor of 15x
(2) 22 is a factor of 16x

Statement 1 alone is sufficient to answer the question, but statement 2 alone is not sufficient

Statement 2 alone is sufficient to answer the question, but statement 1 alone is not sufficient

Both statements together are needed to answer the question, but neither statement alone is sufficient

Either statement by itself is sufficient to answer the question

Not enough facts are given to answer the question

A merchant marks his goods in such a way that his profit on sale of 50 items equals the selling price of 10 items. What percent profit does he make?

10%

20%

25%

30%

33.33%

f s - 1/s < 1/t - t.
Is s > t ?

(1) s > 1
(2) t > 0

Statement 1 alone is sufficient to answer the question, but statement 2 alone is not sufficient

Statement 2 alone is sufficient to answer the question, but statement 1 alone is not sufficient

Both statements together are needed to answer the question, but neither statement alone is sufficient

Either statement by itself is sufficient to answer the question

Not enough facts are given to answer the question

Working alone Thomas can do a job in 8 hours longer than if both Thomas and Kevin worked together. If Kevin worked alone, he would take 4.5 hours more to complete the job than when he works with Thomas. Which of the following could be the amount of hours if they work together?

Two intersecting lines form four angles. Are the lines perpendicular?

(1) Each of the angles is equal to only one of the other three angles.
(2) The sum of three angles does NOT equal to 270 degrees.

Statement 1 alone is sufficient to answer the question, but statement 2 alone is not sufficient

Statement 2 alone is sufficient to answer the question, but statement 1 alone is not sufficient

Both statements together are needed to answer the question, but neither statement alone is sufficient

Either statement by itself is sufficient to answer the question

Not enough facts are given to answer the question

Is the odd integer x a prime number?

(1) x + 2 is a prime number
(2) x - 3 is a prime number

Statement 1 alone is sufficient to answer the question, but statement 2 alone is not sufficient

Statement 2 alone is sufficient to answer the question, but statement 1 alone is not sufficient

Both statements together are needed to answer the question, but neither statement alone is sufficient

Either statement by itself is sufficient to answer the question

Not enough facts are given to answer the question

A room contains 160 people, 15% of whom are women. A group of people, 30% of whom are women, leaves the room. Of the people remaining in the room, 10% are women. How many people left the room?

120

Roger sells twice as many $20 tickets as Thomas, and Thomas sells three times as many $10 tickets as Roger does. If there are only $10 and $20 tickets, how many tickets does Roger sell?

(1) Thomas sold a total of 35 tickets.
(2) Together Roger and Thomas sold 70 tickets for a total of $1,000

Statement 1 alone is sufficient to answer the question, but statement 2 alone is not sufficient

Statement 2 alone is sufficient to answer the question, but statement 1 alone is not sufficient

Both statements together are needed to answer the question, but neither statement alone is sufficient

Either statement by itself is sufficient to answer the question

Not enough facts are given to answer the question

Sentence Correction: The following questions present a sentence, part of which is colored. Below each sentence you will find five ways to phrase the colored portion. The first choice repeats the underlined portion, the other four choices are different. If the original seems best, choose it; if not, choose one of the revisions.

According to a survey of graduating medical students conducted by the Association of American Medical Colleges, minority graduates are nearly four times more likely than are other graduates in planning to practice in socioeconomically deprived areas.

minority graduates are nearly four times more likely than are other graduates in planning to practice

minority graduates are nearly four times more likely than other graduates who plan on practicing

minority graduates are nearly four times as likely as other graduates to plan on practicing

it is nearly four times more likely that minority graduates rather than other graduates will plan to practice

it is nearly four times as likely for minority graduates than other graduates to plan to practice

According to Booker T. Whatley's recent analysis, planting the same crops as are planted on large farms will lead to economic disaster for the small farmer, who should plan a succession of high-value crops that will provide a year-round cash flow.

planting the same crops as are planted on large farms will lead to economic disaster for the small farmer, who

it will lead to economic disaster for the small farmer to plant the same crops as on the large farms; they

economic disaster will result from planting the same crops as large farms to the small farmer, who

economic disaster for the small farmer will result from planting the same crops as on the large farms; they

the small farmer planting the same crops as are planted on large farms will lead to economic disaster; they

Which of the following best completes the passage below?
As long as savings deposits are insured by the government, depositors will have no incentive to evaluate the financial strength of a savings bank. Yield alone will influence their choice of bank. To attract deposits, banks will be forced to offer the highest possible interest rates. And since paying higher rates inevitably strains the financial strength of a bank, ______

the government will be forced to impose limitations on interest rates

deposit insurance will ultimately lead to the financial weakening of many banks

savers will be forced to choose between deposit insurance and higher interest rates

deposits will tend to go to the banks with the greatest financial strength

bank profits will tend to rise to ever-higher levels

Every painting hanging in the Hoular Gallery is by a French painter. No painting in the Hoular Gallery is by a Vorticist. Only Vorticists use acrylic monochromes in their works. If the information above is true, which of the following must also be true?

No French painters are Vorticists.

All Vorticists use acrylic monochromes in their works.

Some French painters do not use acrylic monochromes in their works.

No French painters use acrylic monochromes in their works.

All French painters who use acrylics use acrylic monochromes in their works.

Read the following passage and answer the questions:

In 1896 a Georgia couple suing for damages in the accidental death of their two year old was told that since the child had made no real economic contribution to the family, there was no liability for damages. In contrast, less than a century later, in 1979, the parents of a three-year-old sued in New York for accidental-death damages and won an award of $750,000. The transformation in social values implicit in juxtaposing these two incidents is the subject of Viviana Zelizer's excellent book, Pricing the Priceless Child. During the nineteenth century, she argues, the concept of the "useful" child who contributed to the family economy gave way gradually to the present-day notion of the "useless" child who, though producing no income for, and indeed extremely costly to, its parents, is yet considered emotionally "priceless." Well established among segments of the middle and upper classes by the mid-1800's, this new view of childhood spread throughout society in the late-nineteenth and early-twentieth centuries as reformers introduced child-labor regulations and compulsory education laws predicated in part on the assumption that a child's emotional value made child labor taboo.

For Zelizer the origins of this transformation were many and complex. The gradual erosion of children's productive value in a maturing industrial economy, the decline in birth and death rates, especially in child mortality, and the development of the companionate family (a family in which members were united by explicit bonds of love rather than duty) were all factors critical in changing the assessment of children's worth. Yet "expulsion of children from the 'cash nexus,' although clearly shaped by profound changes in the economic, occupational, and family structures," Zelizer maintains, "was also part of a cultural process 'of sacrelization' of children's lives." Protecting children from the crass business world became enormously important for late-nineteenth-century middle-class Americans, she suggests; this sacralization was a way of resisting what they perceived as the relentless corruption of human values by the marketplace.

In stressing the cultural determinants of a child's worth, Zelizer takes issue with practitioners of the new "sociological economics," who have analyzed such traditionally sociological topics as crime, marriage, education, and health solely in terms of their economic determinants. Allowing only a small role for cultural forces in the form of individual "preferences," these sociologists tend to view all human behaviors as directed primarily by the principle of maximizing economic gain. Zelizer is highly critical of this approach, and emphasizes instead the opposite phenomenon: the power of social values to transform price. As children became more valuable in emotional terms, she argues, their "exchange" or "surrender" value on the market, that is, the conversion of their intangible worth into cash terms, became much greater.

It can be inferred from the passage that accidental-death damage awards in America during the nineteenth century tended to be based principally on the...

earnings of the person at time of death

wealth of the party causing the death

degree of culpability of the party causing the death

amount of money that had been spent on the person killed

amount of suffering endured by the family of the person killed

It can be inferred from the passage that in the early 1800's children were generally regarded by their families as individuals who

needed enormous amounts of security and affection

required constant supervision while working

were important to the economic well-being of a family

were unsuited to spending long hours in school

were financial burdens assumed for the good of society

Which of the following alternative explanations of the change in the cash value of children would be most likely to be put forward by sociological economists as they are described in the passage?

he cash value of children rose during the nineteenth century because parents began to increase their emotional investment in the upbringing of their children.

The cash value of children rose during the nineteenth century because their expected earnings over the course of a lifetime increased greatly.

The cash value of children rose during the nineteenth century because the spread of humanitarian ideals resulted in a wholesale reappraisal of the worth of an individual.

The cash value of children rose during the nineteenth century because compulsory education laws reduced the supply, and thus raised the costs, of available child labor.

The cash value of children rose during the nineteenth century because of changes in the way negligence law assessed damages in accidental death cases.

The primary purpose of the passage is to...

review the literature in a new academic sub-field

present the central thesis of a recent book

contrast two approaches to analyzing historical change

refute a traditional explanation of a social phenomenon

encourage further work on a neglected historical topic

It can be inferred from the passage that which of the following statements was true of American families over the course of the nineteenth century?

The average size of families grew considerably.

The percentage of families involved in industrial work declined dramatically.

Family members became more emotionally bonded to one another.

Family members spent an increasing amount of time working with each other.

Family members became more economically dependent on each other.

Sentence Correction: The following questions present a sentence, part of which is colored. Below each sentence you will find five ways to phrase the colored portion. The first choice repeats the underlined portion, the other four choices are different. If the original seems best, choose it; if not, choose one of the revisions.

According to a recent study by Rutgers University, the number of women in state legislatures has grown in every election since 1968.

the number of women in state legislatures has grown

the number of women who are in state legislatures have grown

there has been growth in the number of women in state legislatures

a growing number of women have been in state legislatures

women have been growing in number in state legislatures

According to a recent study, the elderly in the United States are four times more likely to give regular financial aid to their children as to receive it from them.

the elderly in the United States are four times more likely to give regular financial aid to their children as

the elderly in the United States are four times as likely to give regular financial aid to their children as it is for them

the elderly in the United States are four times more likely to give regular financial aid to their children than

it is four times more likely for the elderly in the United States to give regular financial aid to their children than they are

it is four times as likely that the elderly in the United States will give their children regular financial aid as they are

We commonly speak of aesthetic judgments as subjective, and in the short term they are, since critics often disagree about the value of a particular contemporary work of art. But over time, the subjective element disappears. When works of art have continued to delight audiences for centuries, as have the paintings of Michelangelo, the music of Bach, and the plays of Shakespeare, we can objectively call them great.

The statements above best support which of the following conclusions?

When Michelangelo, Bach, and Shakespeare were alive, critics disagreed about the value of their work.

The value of a contemporary work of art cannot be objectively measured.

The reputation of a work of art often fluctuates greatly from one generation to the next.

The mere fact that a work of art has endured for centuries does not establish its greatness.

If critics agree about the value of a particular contemporary work of art, then the work can objectively be called great.

Prior to 1975, union efforts to organize public-sector clerical workers, most of whom are women, were somewhat limited. The factors favoring unionization drives seem to have been either the presence of large numbers of workers, as in New York City, to make it worth the effort, or the concentration of small numbers in one or two locations, such as a hospital, to make it relatively easy. Receptivity to unionization on the workers' part was also a consideration, but when there were large numbers involved or the clerical workers were the only unorganized group in a jurisdiction, the multi-occupational unions would often try to organize them regardless of the workers' initial receptivity. The strategic reasoning was based, first, on the concern that politicians and administrators might play off unionized against non-unionized workers, and, second, on the conviction that a fully unionized public work force meant power, both at the bargaining table and in the legislature. In localities where clerical workers were few in number, were scattered in several workplaces, and expressed no interest in being organized, unions more often than not ignored them in the pre-1975 period.

But since the mid-1970's, a different strategy has emerged. In 1977, 34 percent of government clerical workers were represented by a labor organization, compared with 46 percent of government professionals, 44 percent of government blue-collar workers, and 41 percent of government service workers. Since then, however, the biggest increases in public-sector unionization have been among clerical workers. Between 1977 and 1980, the number of unionized government workers in blue-collar and service occupations increased only about 1.5 percent, while in the white-collar occupations the increase was 20 percent and among clerical workers in particular, the increase was 22 percent.

What accounts for this upsurge in unionization among clerical workers? First, more women have entered the work force in the past few years, and more of them plan to remain working until retirement age. Consequently, they are probably more concerned than their predecessors were about job security and economic benefits. Also, the women's movement has succeeded in legitimizing the economic and political activism of women on their own behalf, thereby producing a more positive attitude toward unions. The absence of any comparable increase in unionization among private-sector clerical workers, however, identifies the primary catalyst-the structural change in the multi-occupational public-sector unions themselves. Over the past twenty years, the occupational distribution in these unions has been steadily shifting from predominantly blue-collar to predominantly white-collar. Because there are far more women in white-collar jobs, an increase in the proportion of female members has accompanied the occupational shift and has altered union policy-making in favor of organizing women and addressing women's issues.

According to the passage, the public-sector workers who were most likely to belong to unions in 1977 were...

professionals

managers

clerical workers

service workers

blue-collar workers

The author cites union efforts to achieve a fully unionized work force in order to account for why...

politicians might try to oppose public-sector union organizing

public-sector unions have recently focused on organizing women

early organizing efforts often focused on areas where there were large numbers of workers

union efforts with regard to public-sector clerical workers increased dramatically after 1975

unions sometimes tried to organize workers regardless of the workers' initial interest in unionization

The author's claim that, since the mid-1970's, a new strategy has emerged in the unionization of public-sector clerical workers would be strengthened if the author...

described more fully the attitudes of clerical workers toward labor unions

compared the organizing strategies employed by private-sector unions with those of public-sector unions

explained why politicians and administrators sometimes oppose unionization of clerical workers

indicated that the number of unionized public-sector clerical workers was increasing even before the mid-1970's

showed that the factors that favored unionization drives among these workers prior to 1975 have decreased in importance

According to the passage, in the period prior to 1975, each of the following considerations helped determine whether a union would attempt to organize a certain group of clerical workers EXCEPT...

the number of clerical workers in that group

the number of women among the clerical workers in that group

whether the clerical workers in that area were concentrated in one workplace or scattered over several workplaces

the degree to which the clerical workers in that group were interested in unionization

whether all the other workers in the same jurisdiction as that group of clerical workers were unionized

Time is Up!

Time's up

[
Ich habe vergangene Woche in ihrem Haus am GMAT-Vorbereitungskurs teilgenommen. Ich wollte mich noch mal dafür recht herzlich bedanken. Ohne diesen Kurs wäre ich wohl dem Verderben entgegen gesteuert, da ich den GMAT komplett unterschätzt hätte.
]

Nick T.

[
Ich wollte Ihnen ein Lob für den GMAT Vorbereitungskurs aussprechen. Ich habe am Mittwoch den GMAT mit 710 Punkten gemacht. Der Kurs hat wirklich geholfen, vor allem beim Einüben von Techniken, damit beim GMAT alles schneller geht.
]

Nadine H.

[
Heute habe ich den GMAT abgelegt und 710 Punkte erzielt. Insbesondere im verbalen Teil habe ich mich stark verbessert. Ich bin sehr zufrieden mit dem Ergebnis. Vielen Dank für Ihre Unterstützung!
]

Andreas K.

[
Ich möchte mich nochmal ganz herzlich bei Ihnen für die gezielte und erfolgreiche Vorbereitung für den TOEFL-Test bedanken!
]

Marianne B.

[
Der einwöchige Kurs bei Ihnen hat mir sehr geholfen mich intensiv und konzentriert auf den TOEFL vorzubereiten. So hatte ich die Gelegenheit trotz meiner Vorbereitungen auf die Abschlussprüfungen den TOEFL quasi dazwischen zu schieben.
]

Sylvia A.

[
Tausend, tausend Dank für den Kurs und die tolle TOEFL-Vorbereitung. Ich habe mein Ziel erreicht und 101 Punkte im TOEFL erzielt. Mir war nicht so bewusst, dass man auf so viele Dinge beim TOEFL achten muss, um gute Ergebnisse zu bekommen. Der Kurs war jeden Cent wert. Ich bin sehr zufrieden.
]

Fabian N.

Kundenstimmen

Support

GRÖSSTEN LERNERFOLG IN KÜRZESTMÖGLICHER KURSDAUER

[Ich habe vergangene Woche in ihrem Haus am GMAT-Vorbereitungskurs teilgenommen. Ich wollte mich noch mal dafür recht herzlich bedanken. Ohne diesen Kurs wäre ich wohl dem Verderben entgegen gesteuert, da ich den GMAT komplett unterschätzt hätte. ]

Nick T.

[Ich wollte Ihnen ein Lob für den GMAT Vorbereitungskurs aussprechen. Ich habe am Mittwoch den GMAT mit 710 Punkten gemacht. Der Kurs hat wirklich geholfen, vor allem beim Einüben von Techniken, damit beim GMAT alles schneller geht. ]

Nadine H.

[Heute habe ich den GMAT abgelegt und 710 Punkte erzielt. Insbesondere im verbalen Teil habe ich mich stark verbessert. Ich bin sehr zufrieden mit dem Ergebnis. Vielen Dank für Ihre Unterstützung! ]

Andreas K.

[Ich möchte mich nochmal ganz herzlich bei Ihnen für die gezielte und erfolgreiche Vorbereitung für den TOEFL-Test bedanken! ]

Marianne B.

[Der einwöchige Kurs bei Ihnen hat mir sehr geholfen mich intensiv und konzentriert auf den TOEFL vorzubereiten. So hatte ich die Gelegenheit trotz meiner Vorbereitungen auf die Abschlussprüfungen den TOEFL quasi dazwischen zu schieben. ]

Sylvia A.

[Tausend, tausend Dank für den Kurs und die tolle TOEFL-Vorbereitung. Ich habe mein Ziel erreicht und 101 Punkte im TOEFL erzielt. Mir war nicht so bewusst, dass man auf so viele Dinge beim TOEFL achten muss, um gute Ergebnisse zu bekommen. Der Kurs war jeden Cent wert. Ich bin sehr zufrieden. ]

Fabian N.

Kundenstimmen

Support

GRÖSSTEN LERNERFOLG IN KÜRZESTMÖGLICHER KURSDAUER

[
Ich habe vergangene Woche in ihrem Haus am GMAT-Vorbereitungskurs teilgenommen. Ich wollte mich noch mal dafür recht herzlich bedanken. Ohne diesen Kurs wäre ich wohl dem Verderben entgegen gesteuert, da ich den GMAT komplett unterschätzt hätte.
]

[
Ich wollte Ihnen ein Lob für den GMAT Vorbereitungskurs aussprechen. Ich habe am Mittwoch den GMAT mit 710 Punkten gemacht. Der Kurs hat wirklich geholfen, vor allem beim Einüben von Techniken, damit beim GMAT alles schneller geht.
]

[
Heute habe ich den GMAT abgelegt und 710 Punkte erzielt. Insbesondere im verbalen Teil habe ich mich stark verbessert. Ich bin sehr zufrieden mit dem Ergebnis. Vielen Dank für Ihre Unterstützung!
]

[
Ich möchte mich nochmal ganz herzlich bei Ihnen für die gezielte und erfolgreiche Vorbereitung für den TOEFL-Test bedanken!
]

[
Der einwöchige Kurs bei Ihnen hat mir sehr geholfen mich intensiv und konzentriert auf den TOEFL vorzubereiten. So hatte ich die Gelegenheit trotz meiner Vorbereitungen auf die Abschlussprüfungen den TOEFL quasi dazwischen zu schieben.
]

[
Tausend, tausend Dank für den Kurs und die tolle TOEFL-Vorbereitung. Ich habe mein Ziel erreicht und 101 Punkte im TOEFL erzielt. Mir war nicht so bewusst, dass man auf so viele Dinge beim TOEFL achten muss, um gute Ergebnisse zu bekommen. Der Kurs war jeden Cent wert. Ich bin sehr zufrieden.
]