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Comprehension of basic scientific concepts

Pilots and those who aspire to become professional aviators benefit from an inquisitive mind and a certain interest in the world of science. Such an interest will lay a solid basis for the fast and reliable acquisition of the aviation-specific details that they will encounter during their careers. Entering flight training but even during later stage of this career a certain comprehension of basic scientific concepts will contribute to the successful acquisition of additional knowledge within short time. On the other hand, lacking those basic concepts will not only lead to delay, but also to an unreliable and superficial understanding of essential aeronautical principles. Physics in particular, but also geography, chemistry, biology, and astronomy are the basis for a full comprehension of all principles utilised in aerodynamics, navigation, weather, aircraft systems, weight and balance, physiology and so on. Individuals with a willingness to broaden their horizons, a love for knowledge acquisition, a couriosity for the world they are living in and a distaste for black-box-thinking will have no problem in accepting that being a pilot is associated with life-long learning.

Apart from the above mentioned reasons, several important aspects contributing to the score in the science test thus making it a useful predictor for job performance are outlined below:

Reading Comprehension: Although the level of English language used in the tasks is not especially high a certain amount of familiarity with the English language is a prerequisite in order to understand the problems.

Mathematical skills: In particular, some of the mechanics problems involve some basic math skills similar to those assessed in the maths test described earlier.

Attention Control: Attention is the cognitive process of selectively concentrating on one aspect of the environment (for example the scientific problem) while ignoring other things like noise or irrelevant visual features of the room.

Working Memory: Sometimes labelled short-term memory is the ability to remember information over a brief period of time and actively deal with it. During a science task the working memory span determines how well we remember the information we have just read or intermediate results if calculations are involved. Furthermore the integration of information from the Long Term Memory is carried out by this mental instance.

Long Term Memory: While working on a scientific problem this kind of memory function refers to the reliable and accessible storage of information from school days or previous training.

Spatial comprehension: The ability to develop a correct visual representation of a verbally presented problem. The visualization of a system and ability to predict changes in this system, sometimes involving the rotation of mental representations.

Reasoning: Sometimes labelled 'fluid intelligence' means applying logic and analytical thinking. Reasoning also includes separating relevant from irrelevant information and drawing correct conclusions; identifying similarities between new problems and familiar concepts; and transferring adequately established solution strategies to new problems.

Stress Resistance: The ability to solve problems under disadvantageous or even threatening conditions. During the maths assessment these conditions are mainly time pressure and the awareness that mistakes may have severe negative consequences.

Short Term Motivation: The ambition to find the correct approach even when the task is difficult. The tenacity to not give up when being faced with a problem that is unable to be solved right away.

Long Term Motivation: The drive to analyze the outcomes of the trial runs for mistakes. The energy to invest time and effort during several days or even weeks to research how to solve the tasks that one has answered incorrectly before. The willingness to sacrifice leisure time for studying and training. The ambition to improve not only poor results of a trial run but even good ones and aim at 100%.
Regardless how long ago one went to school - if a test taker is seriously interested in the job connected to this test - s/he will easily refresh the required knowledge connected to this assessment.

To solve the problems presented in this test participants do not need to be rocket scientists. However, knowledge and understanding of fundamental concepts in physics as well as general knowledge in chemistry, geography and astronomy are recommended.

If you encounter significant knowledge gaps during your first trial run, why not go back to your old school books? Alternatively visit a public library and ask for books aiming at ‘high school physics', ‘basic physics', or ‘simple science'. If you would like to refer to the internet, try Wikipedia as a comprehensive source of information about all kinds of scientific laws and phenomena. Do your reserach using the key words you encounter while reviewing your MOLLYMAWK trial runs. Please note, while Wikipedia may serve as a guide, the information provided may not be accurate and should be supplemented with other material.

Further important information and recommendations: 

• In the supervised test run test takers will be allowed to use scratch paper but no calculator. Scratch paper will be provided by the test administrator and collected afterwards.
• We recommend performing the unsupervised training runs under test-like conditions, i.e. set aside the required testing time and ask the persons around you not to interrupt you during your training. Clear your table of everything except paper and pencil.
• Some items have a multiple-choice design with exactly one correct answer that has to be selected using the mouse.  Most items however are in free-answer design i.e. they require short typed responses. This method is preferred because it represents a more realistic simulation of problem solving situations in the cockpit.
• As a decimal marker we use the dot on the line (.) not a comma (,). For example when your solution is 1500 meters but the question asks for kilometers, enter 1.5 
• For numbers less than one, a zero is written before the decimal marker. For example, 0.25 is the correct form, not .25
• No separator symbols are used to separate thousands from hundreds or millions from thousands. For example: Enter the number 'one million twenty thousand six hundred and thirty-nine' as '1020639'. Examples for incorrect entries are '1,020,639' or '1 020 639'
• Enter your solution as a number only without any units or other extra text. If your solution is 1500 meters type '1500'. Examples for incorrect entries are '1500 meters' or '1500m'.
• Read each problem carefully and identify the relevant information. Similar to real life, irrelevant information may also be presented.
• As easy and difficult items are randomly ordered, a higher total score may be achieved if you skip items that seem difficult and time consuming. Go back to these items after you have completed the easier items. An overview function allows you to identify and directly go to unanswered items.
• To control the advantage of guessing answers in a multiple-choice design, a special scoring system is used. Selecting the correct answer results in the score of '1 point'. Whereas, selecting the wrong answer out of six given options leads to a deduction of one fifth of a point  (-0.20). Selecting the wrong answer out of five given options leads to a deduction one quarter of a point (-0.25). Selecting the wrong answer out of four given options leads to a deduction of one third of a point (-0.33), and so on. In a formula the value of the deduction equals one divided by the number of false options. This application of negative scores for a wrong answer is limited to multiple-choice items. Therefore even if you are unsure of the answer, it is recommended that you make an attempt for free-answer items as incorrect answers do not lead to a deduction. In multiple-choice items however, think carefully before guessing.
• Some items with a free-answer design include a tolerance range. If your answer is within that range, you earn half a score. The width of the tolerance range is indicated either as an absolute number or as a percentage at the end of the item by the code 'TRHS' (Tolerance Range for Half Score). Examples are 'TRHS 200' or 'TRHS ten percent'. This means if your answer is not exactly correct but within a range of plus or minus 200 around the correct solution (or plus minus ten percent as in the second example) you still earn half a point. Answers that are outside the TRHS will not lead to a negative score but simply count as zero, similar to omitting an answer. Therefore, as mentioned previously, venturing a good guess in a free-answer item instead of not answering at all may result in a high total score.
• You do NOT get extra credit for finishing before the time allowance has run out.