DATGuide

A Comprehensive Study Guide for the
Dental Admission Test
Lauren E. Mentasti, B.S.

University of Connecticut School of Dental Medicine
Edward A. Thibodeau, D.M.D., Ph.D

Assistant Dean for Admissions
University of Connecticut School of Dental Medicine
Distributed exclusively through partnership with ScholarWare, Inc.
© Copyright, 2005 by Lauren E. Mentasti and Edward A. Thibodeau
All rights reserved. No part of this book (or electronic version) may be reproduced in any form, by
photostat, microfilm, xerography, electronic media, or any other means, or incorporated into any
information retrieval system, electronic or mechanical, without the written permission of the
copyright owners.
TABLE OF CONTENTS
INTRODUCTION
Purpose ………………………………………………..…. 1
CHAPTER 1: The Dental Admission Test
The Anatomy of a Multiple Choice DAT Exam …..…… 2
Multiple Choice Test Strategies …………………..……. 3
Guessing Hints and Key Strategies ……………..…...... 4
DAT Study Tips …………………………………..………. 6
Computer Tips ….…………………………………......…. 8
Answer Choice Distribution .………………………..….... 9
New for 2005 ….…………..………………………......... 10
CHAPTER 2: Survey of the Natural Sciences
SNS Overview .....……………………………………….. 11
Biology Outline ……...…………………………………... 12
General Chemistry Outline ………………………......… 28
Organic Chemistry Outline ……...……………………… 42
Mnemonic Devices for the SNS ...……..………………. 55
CHAPTER 3: Perceptual Ability Test
PAT Overview …………………………...………………. 58
PAT Outline and Strategies …...…………. …………… 58
PAT Mnemonic Devices …...…………………………… 67
CHAPTER 4: Reading Comprehension Test
Reading Comprehension Overview ..…………………. 68
Reading Comprehension Strategies ……………......... 69
CHAPTER 5: Quantitative Reasoning Test
Quantitative Reasoning Overview …………………….. 72
Quantitative Reasoning Outline ……………………….. 72
Quantitative Reasoning Strategies ……………………. 78
APPENDIX A: Model Scrap Paper …………….....………..... 80
APPENDIX B: Kaplan Review Book References …………. 82
© Copyright, 2005 by Lauren E. Mentasti and Edward A. Thibodeau

All rights reserved. Reproduction by any means is prohibited without prior written permission.
INTRODUCTION
Dear DAT Candidate,
The Dental Admission Test (DAT) was created in 1945 by the American
Dental Association (ADA). Today, the DAT is administered on computer at all
of the nation’s many Prometric Testing Centers and can be taken almost any
day of the year. The DAT is designed to measure your overall academic
ability, comprehension of the basic sciences, and perceptual skills. The test
should be attempted only after you have completed college level courses in
biology, general chemistry, and organic chemistry. All dental schools in the
United States require their applicants to take the DAT. Test scores in
combination with collegiate academic records are used as predictors of a how
an applicant will perform in dental school. For additional information or to
register to take the DAT at a Prometric Testing Center near you, please visit
the following website: www.ada.org.
This study guide represents a unique synthesis of strategies and

approaches to help you to focus and organize your study efforts in
preparation for the DAT. It is not intended as a comprehensive review of the
subject material. It is assumed that you are already well prepared for the
Natural Science and Quantitative Reasoning sections through your previous
course work. However, if you require an in depth review of any material, we
recommend references like the Kaplan DAT review book.
Chapter 1 of this guide addresses the essential elements of multiple

choice examinations and the format of multiple choice questions. The
chapter also provides basic study strategies specific to the computerized
DAT. Chapters 2 through 5 are divided into key topics and subject areas as
identified by the Dental Admissions Testing Program. These chapters include
an overview, study outline, and key strategies for the Survey of Natural
Sciences (SNS) sections as well as the Perceptual Ability Test (PAT),
Reading Comprehension, and Quantitative Reasoning Tests.
Good luck in your preparation for the DAT!
Lauren E. Mentasti
Dr. Edward A. Thibodeau
All inquires should be addressed to:
Dr. Edward A. Thibodeau
58 Long View Drive
Simsbury, CT 06070
thibodeau@nso.uchc.edu
© Copyright, 2005 by Lauren E. Mentasti and Edward A. Thibodeau 1

THE ANATOMY OF A MULTIPLE CHOICE DAT EXAM
The primary use of a multiple choice exam is to assess knowledge of

basic facts and ideas about a particular subject. If well constructed, multiple
choice questions can be used to test critical or higher order thinking skills as well
as the application of factual knowledge to problem solving situations. The
science sections of the DAT are designed to test whether you have learned the
relevant factual material and, in some cases, apply this knowledge to problem
solving situations. Your task is to identify a correct response from a list of
possible answer choices. This requires that you are able to recognize basic
principles and topics and recall related factual information.
A good multiple choice question will contain a stem, which is a statement
that could “stand alone” and make sense by itself. A stem may be a complete
question or it may require you to complete a statement. The stem can be stated
in a positive or negative form, as you will sometimes be asked to recognize an
exception from a list. On the DAT, it is important to pay close attention to words
that signal a negative form. These words, such as EXCEPT, NOT, NEVER, etc.,
will be capitalized and italicized when encountered within the stem of a question
on the DAT.
The DAT will contain five possible answer options for each question (with
the exception of certain PAT question types with only four possible answer
options). Testmakers usually make these choices as brief as possible and do not
tend to mix general and specific category answers. The answers will be
randomized. While there is only one correct option, the four other “distractor”
answers will be plausible and carefully constructed.
The selection of science questions for the DAT involves the consideration
of two parameters: the difficulty of an item and its discrimination index. The
difficulty level of an item is inversely related to the percentage of test-takers who
answer the question correctly. The recommended level of difficulty for a DAT
item is set between 40 and 70%, though the mean tendency is toward the lower

(more difficult) side of the scale. The discrimination index measures the
correlation between the scores of test-takers on a particular item (correct or
incorrect) and their total scores on the section. The goal of this comparison is to
determine which questions contribute to the overall ranking of a student.
The scoring of the DAT is based on the conversion of your raw score (sum
of correct answers) into a standard score between 1 and 30, which can be used
to compare your performance to the performances of other test-takers. Your raw
score is based on a sum of your correct answers in each section of the test. As
there is no penalty for incorrect answers and each question counts equally
toward your raw score, the single most important strategy when taking the
DAT is to answer every question (even if you have to guess)!
MULTIPLE CHOICE TEST STRATEGIES
• PACE YOURSELF. Work quickly but accurately. Your speed should vary
according to question difficulty, particularly on the PAT sections (i.e. spend less
time on angle ranking and more time on top-front-end questions). However, it
can sometimes be a good strategy to guess on a very difficult question if you
find yourself spending too much time on it. This ensures that you will have
time to look at every question so you can CORRECTLY answer all the easier
ones.
• Take a second to formulate your own answer to a question before looking at

the answer choices. Then look to see if the answer that you came up with, or
something quite similar, is listed.
• Formulating your own correct answer can help you avoid distractor answer
traps. Most wrong answers involve logical twists of the correct answer.
Recognize the wrong answer pathologies such as:
a. Incorrect use of detail: A true detail that does not answer the question
being asked.
b. Opposite: The exact opposite of the correct answer.
c. Distortion: A correct answer modified ever so slightly to create an
incorrect statement.
d. Out of scope: True but unrelated ideas as answer choices (this is the
most common form of incorrect answer).
e. Miscalculation: Classic incorrect ways of combining numbers (used in the
quantitative reasoning and general chemistry sections).
• Pay attention to the use and meaning of qualifiers. These are words such as:
all, most, some, none, always, usually, sometimes, never, great, much, little,
no, more, equal, less, is, and is not.
• Pay attention to negatives. Negatives can be words (no, not, none, never) or
prefixes (il-, un-, im-, in-).
• Remember that superlatives (always, never, all, none, every, only) indicate that
the correct answer must be an undisputed fact - absolutes are often rare!
• Avoid options that are grammatically incompatible with the stem.
• Avoid options that are totally unfamiliar to you.
• When you know that more than one answer choice is correct, “all of the above”
is likely the correct choice if it is an option.
• For numerical answers, consider the middle range numbers rather than high or
low extremes.
• Two answer choices that mean basically the same thing are most likely both
incorrect. Remember, there can be only one correct answer.
• Similarly, if two answers are opposites of each other it is likely that one of them
is correct.
• If you encounter a double negative in a statement, create the equivalent

positive before considering.
GUESSING HINTS AND KEY STRATEGIES
Numerous guessing hints and key strategies have been proposed for multiple
choice tests. We suggest using the ones that make the most sense to you.
• If you have no idea which answer to a question is correct, GUESS. And guess
quickly so that you have extra time to spend on other questions.
• Never leave a question unanswered. Each question on the DAT is worth

exactly the same amount and there is no penalty for guessing.
• When guessing, eliminate as many incorrect answers as possible. Try to get

your options down to two.

• Use the “mark” feature on the computer if you think you may want to review or
revisit a question. Time permitting, this feature will allow you to go back to the
marked items before you submit your final answers and move onto the next
section of the test.
• Answer every question your first time through the exam, as you might not have
time to go back later on. (Remember to use the “mark” feature on the
computer screen for those answers of which you are unsure.)
• Incorrect answers on the DAT are carefully structured as distractors and are
often plausible. When you have to guess, do not eliminate an answer choice
unless you are certain that it is wrong. Otherwise, you risk eliminating the
correct answer!
• Keep moving forward and never look back. Do not become distracted worrying
about questions on which you had to guess.
• Be aware that you can get a good score without answering every single
question correctly.
• Most importantly, do not waste your time! Choose your guessing strategy prior
to beginning the exam so you can guess quickly on questions you don’t know
and move on to correctly answer easier items. Here are several examples of
guessing strategies:
- Select the first letter than remains after incorrect answer choices
have been eliminated.
- Select a letter before you begin the exam. Whenever you have to
guess, put down your pre-selected letter UNLESS you can eliminate
that letter as a possible answer. This tends to be a time-efficient
strategy.
- Select letters in a completely random fashion when guessing on
questions throughout the exam. You have a 20% chance of
guessing correctly, and your odds increase dramatically if you
eliminate answer choices.

DAT STUDY TIPS
• Study what you DON’T know. Concentrate on acquiring new information rather
than constantly reviewing information you are comfortable with.
• Read the information, but also write it down, take notes, and speak the facts
out loud. Using all of your senses maximizes your ability to recall information.
• If possible, explain complicated material to a study partner.
• Don’t focus only on the sciences. A low score on any section of the DAT can
be detrimental to your future goals. Consistent high scores across all sections
of the test are desired by most dental schools.
• Mnemonic devices can be useful for the Survey of Natural Sciences. Some
such devices are provided for you in Chapter 2 of this outline, but feel free to
create your own!
• Take notes while reviewing. Don’t just passively read the material!
• Just because you are familiar with or able to recognize a concept or topic does
not necessarily mean that you actually KNOW it.
• Never schedule your exam before you can realistically be prepared for it. Allow
yourself adequate time for studying and practicing. Only you can determine
the amount of review time you will need, though practice exams can provide a
good measure of your comfort level with the exam material.
• Discipline yourself to a daily study schedule for the DAT and stick to it!
• Be aware of the volume of material covered on the DAT, particularly in the

science sections. Don’t try to cram at the last minute.
• Be comfortable with the computerized format. Practice taking full length DAT
exams on a computer prior to test day.
• Plan out the organization and usage of your scrap paper ahead of time.
• Take at least three practice exams. It may be useful to take your first practice
exam “open book” and without time limits. Then take the second practice
exam “open book” but with time restrictions in place. Finally, practice with full-
length DAT exams under conditions as they will be on test day.

• Be sensible about sleep, eating, and exercise prior to your DAT exam. Eat well
balanced meals high in carbohydrates and proteins the night before as well as
the morning of your exam. Avoid any drugs or medications that might inhibit
your ability to think with a clear head.
• Wear comfortable, non-distracting clothing.
• Get everything ready the night before. Be sure that the materials you need are
in order. Confirm your plans for arriving at the test site on time.
• You might want to make a trial run to the testing center. Note the amount of
traffic, center location, and parking situation.
• Bring a snack with you to the exam. Remember that the DAT is over four
hours long. During the optional 15 minute break you will be able to eat your
snack, if desired.
• Be prepared to do your very best. Think positively.
• You may reschedule your DAT exam up to two business days prior to your
scheduled appointment (i.e. any Thursday appointment cannot be postponed
after 12 noon on Monday). If you feel at all unprepared, if you are ill, or if a
significant conflict arises, call the Prometric Candidate Contact Center and
RESCHEDULE.
• NEVER use the actual DAT exam as a practice. Do your best the first time.
Dental schools will see all of your attempts, not just your best one, and retaking
the exam can be quite expensive!

COMPUTER TIPS
• There will be a brief computer tutorial session prior to the start of the DAT
exam. Since you should already be familiar with the computerized format from
taking practice tests, this is a good time to organize your scrap paper. Write
down:
- Formulas or facts you might easily forget
- The guessing strategy you have decided to use as well as any
additional strategies you want to keep in mind
- “A B C D E” multiple times so that you can cross off letters as you
eliminate answer options
- A table for “Paragraph #” and “Topic/Keywords” for each of the
three Reading Comprehension Test passages
- Tally sheets for cube counting on the Perceptual Ability Test
(See Appendix A for an example scrap paper.)
• Time will be kept automatically on the computer screen. Constant attention to

the timer can distract you from concentrating on the test as well as ruin your
momentum. Use the timer only occasionally to keep yourself on schedule.
• You can view only one question per screen, however you are free to move to
any question within a given section at any time. Once the time for a particular
test section has elapsed, you will no longer be able to view the questions for
that section. For example once the time allotted for the SNS portion expires,
you will only be able to view questions for the PAT (which is the next section of
the test).
• The passages in the Reading Comprehension Test cover more than one
screen. Practice the skill of reading as you scroll down prior to your DAT
exam.
• A separate answer key screen will automatically record your answers. This
screen can be accessed at any time during a particular section of the test.
Don’t forget about the “mark” feature for any answers of which you are unsure.
• You will be allotted a single sheet of scrap paper, but you should be able to get
more if you need it during the exam. Use the scratch paper wisely. Write
down formulas, strategies, or short-term memory information that will help you
throughout the exam. Work in an organized, systematic way so you can easily
and quickly revisit previous information or calculations regarding a particular
test question.

ANSWER CHOICE DISTRIBUTION
The following tables show the distribution of correct answer choices for
released DAT questions in 2000, 1990, and 1985. In 2000, the DAT used an “A,
B, C, D, E” format rather than the “1, 2, 3, 4, 5” format of 1990 and 1985. Only a
selection of the total reading comprehension and quantitative reasoning
questions for 2000 were released. None of the tables include answer
frequencies for the PAT sections because only certain question types for this part
of the exam involve five possible answer choices. Please keep in mind that this
is merely a numerical representation of answer choice frequencies for three DAT
exams. These tables are for your interest only, and they do not necessarily
reflect definite patterns of correct answer frequencies for subsequent exams.
Distribution of Correct Answer Choices on Released DAT Exams
2000 Exam: Frequency of A, B, C, D, or E for all sections except PAT
Test Section A B C D E
Natural Sciences 19 22 24 16 19
(of 100 total items) 19% 22% 24% 16% 19%
Reading Comprehension 3 3 4 3 4
(of 17 released items) 17.6% 17.6% 23.5% 17.6% 23.5%
Quantitative Reasoning 9 10 6 6 9
(of 40 released items) 22.5% 25% 15% 15% 22.5%
1990 Exam: Frequency of 1, 2, 3, 4, or 5 for all sections except PAT
Test Section 1 2 3 4 5
(of 100 total items) 22% 17% 22% 19% 20%
Reading Comprehension 9 12 10 10 9
(of 50 total items) 18% 24% 20% 20% 18%
(of 50 total items) 16% 28% 18% 20% 18%
1985 Exam: Frequency of 1, 2, 3, 4, or 5 for all sections except PAT
Test Section 1 2 3 4 5
(of 100 total items) 21% 20% 20% 19% 20%
Reading Comprehension 9 13 12 16
(of 50 total items) 18% 26% 24% 32% N/A
(of 50 total items) 22% 18% 28% 16% 16%
NEW FOR 2005
• A series of reactions has been specified by the Dental Admissions Testing

Program for the 2005 organic chemistry section under the following topic area:
“Individual Reactions of the Major Functional Groups and

Combinations of Reactions to Synthesize Compounds.”
These reactions – carbon-to-carbon bond formation, functional group

conversions, multistep synthesis, redox reactions, name reactions, grignard,
wittig, diels-alder, aldol reaction – were not explicitly identified as of 2004.
Note that review texts such as Kaplan, Barron’s, etc. tend to cover material
beyond the scope of the organic chemistry section: knowledge of biological
molecules (i.e. carbohydrates, proteins) is generally not tested.
• The Dental Admissions Testing Program has indicated that the 2005 biology
section will include new areas such as:
“Experimental Cell Biology”

“Experimental Embryology”
“Genetic Technology”
Review materials including Kaplan and Barron’s most likely will not cover these
new areas. The information presented in the subsequent outlines for these
modern biology topics merely represents some possibilities for the basis of
questions.

SNS OVERVIEW
The 100 questions in the Survey of the Natural Sciences (SNS) sections
of the DAT cover three topics: biology, general chemistry, and organic chemistry.
All of the questions are multiple choice in format, with five possible answers
lettered A through E. You will have a total of 90 minutes to complete the SNS
sections. Questions #1 – 40 will be the biology portion of the SNS, general
chemistry will be #41 – 70, and organic chemistry will be #71 – 100.
The following outlines for each of the three sciences are divided into topic
areas (designated by Roman numerals). Analysis of the most recently released
DAT exams shows that the questions are often grouped together by topic area.
In the outline, each topic area is followed by the number of questions pertaining
to that particular area according to content specifications from the 2005 DAT
Program User’s Manual. Though slight variations are possible, it is likely that
these numbers are reflective of the number of items from each topic area that will
appear on future DAT exams. For example, the first topic area in the biology
outline is “Cell and Molecular Biology.” The 2000 exam suggests that there will
be 13 successive questions concerning material related to this topic area. This
pattern continues throughout the SNS sections of the DAT exam, and might be
useful as you strategize to correctly answer as many items as possible. Knowing
the area or scope that a particular question will cover can help you to focus your
thoughts and steer clear of distractor answers.
We have left space throughout each of the SNS section outlines for you to
define terms, draw diagrams, and take notes as you read and review the
information. An * symbol denotes that a section and chapter reference from the
Kaplan review book is available in Appendix B. As the test approaches, you
should be able to use these outlines to effectively review the material.

BIOLOGY OUTLINE
I. Cell and Molecular Biology (13 items)
A. Origin of Life *
1. Introduction
a. Fundamental biochemistry: 4 macromolecule types
(i) Carbohydrates
(ii) Lipids
(iii) Proteins
(iv) Nucleic acids
2. Review of various theories
a. The Cell Theory
b. Spontaneous generation
c. “Primordial soup”
B. Cell Metabolism
1. Cellular Respiration *
a. Aerobic Pathway
b. Anaerobic Pathway

2. Photosynthesis *
a. Light Reactions
b. Calvin Cycle
C. Enzymology *
1. Review of Enzymes
a. Definition, function, and example
b. Coenzymes
c. Specificity
d. Enzyme and substrate (lock and key) model
e. Factors that effect enzymes
f. Enzyme inhibition
(i) Competitive vs. noncompetitive
g. Enzyme regulation
(i) Feedback inhibition
(ii) Allosteric regulation
D. Cellular processes: Thermodynamics
1. Bioenergetics (energy production) *
a. Electron transport
b. Oxidation-reduction reactions

2. Thermoregulation
E. Organelle structure and function *
1. Microscopy
2. Eukaryotic cell vs. prokaryotic cell
3. Parts of the eukaryotic cell
a. Cell membrane composition
b. Membrane transport mechanisms
c. Cytoplasmic organelles
d. Nucleus
(i) The cell cycle
(ii) Mitosis vs. Meiosis *
F. Experimental Cell Biology
II. Diversity of Life (3 items): Biological Organization and Relationship of

Major Taxa
A. Five-kingdom classification system *

B. Major differences that distinguish phylum
1. Basic structure, organization, and life processes
a. Lower invertebrates
b. Higher invertebrates
c. Chordates
C. Plants *
1. Divisions
2. Basic structure
3. Reproduction
a. Alternation of generations
b. Structure of angiosperm reproductive system
4. Growth and Development
a. Hormonal regulation
5. Autotrophic nutrition

III. Vertebrate Anatomy and Physiology (9 items): Structure and Function
of Systems (includes classes: Amphibian, Reptilia, Birds (Avis),
Mammalia, Fish (Osteichthyes)
A. Integumentary *
1. Skin layers
2. Thermoregulation
B. Skeletal *
1. Basic structure and types of bones
2. Ossification (bone formation)
3. Human skeletal organization
a. Axial
b. Appendicular
C. Muscular *
1. Types of muscle
a. Smooth
b. Skeletal (striated)
c. Cardiac
2. Attachments and structure of muscle tissue
a. Antagonistic muscle
b. Synergistic muscle
c. Muscle groups

3. Functional units of muscle
a. Myofibril
(i) Sarcomeres
(ii) Myosin and actin filaments
b. Sarcoplasmic reticulum
4. Oxygen debt and voluntary muscle control
D. Circulatory *
1. The heart
a. Structural features
b. Heart beats
(i) Systole
(ii) Diastole
2. Circulatory blood vessels
a. Arteries
b. Veins
c. Capillaries
3. The blood
a. RBC’s
b. WBC’s
c. Platelets and clotting mechanism

d. Lymphocytes
e. ABO blood types and Rh factor
E. Immunological *
1. Pathogens: structure, shape, and life cycle
a. Bacteria
b. Viruses
c. Virulence and specificity
2. Immune responses
a. Humoral immunity
(i) Active
(ii) Passive
b. Cell-mediated immunity
F. Digestive *
1. Digestive tract
a. Organs (including accessory)
b. Order of pathway
(i) Mechanical digestion
(ii) Chemical digestion
(iii) Nutrient absorption

2. Digestive enzymes
a. Origin
b. Function
G. Respiratory *
1. Basic structure
2. Order of respiratory pathway
3. Ventilation
a. Inhalation vs. exhalation
b. Control and regulation
4. Gas exchange
H. Urinary *
1. The renal system
a. Kidney structure and function
b. Urine
(i) Production and composition
(ii) Flow of filtrate

c. Homeostasis of body fluids
(i) Filtration
(ii) Secretion
(iii) Reabsorption
I. Nervous/senses *
1. Neurons
a. Anatomical structure
b. Types of neurons
(i) Afferent vs. efferent
c. Impulse transmission
(i) Signal propagation
(ii) Signal processing
2. Central Nervous System (CNS)
a. Brain structure
b. Spinal cord structure
3. Peripheral Nervous System (PNS)
a. Somatic vs. autonomic systems

4. Senses
a. Eye
b. Ear
J. Endocrine *
1. Endocrine glands
2. Hormones of the endocrine system
a. Direct vs. tropic hormones
3. Mechanisms of hormonal action
a. Peptide vs. steroid hormones
K. Reproductive *
1. Human reproduction
a. Female and male anatomy
b. Gamete production
(i) Oogenesis
(ii) Spermatogenesis
c. Sexual reproductive pattern
(i) Hormones
(ii) Menstrual cycle

IV. Developmental Biology (4 items) *
A. Fertilization processes
B. Descriptive embryology
1. Differentiation
2. Determination
3. Induction
C. Mechanisms and process of fetal development
D. Experimental embryology
1. Cloning of mammal
2. Animal stem cells
3. Control of developmental genes
a. Expression
b. Transcriptional regulation
c. Fate mapping
V. Genetics (7 items)
A. Molecular genetics *

1. Nucleic acids
a. DNA vs. RNA, including different structures and types
b. Base-pairing rules
c. Genetic code
d. Replication
e. Transcription
f. Translation (protein synthesis)
(i) Amino acids
(ii) 1°, 2°, 3°, and 4° structure
B. Chromosomal Genetics *
1. Alleles
a. Dominant vs. recessive traits
b. Homozygosity vs. heterozygosity
c. Genotype vs. phenotype
d. Haploid vs. diploid
e. Sexual and asexual reproductive mechanisms

2. Types and consequences of chromosomal mutations
a. Point mutation
b. Silent mutation
c. Missense mutation
d. Nonsense mutation
e. Frameshift mutation
C. Classical Mendelian Genetics *
1. Mendelian inheritance
a. First law of segregation
b. Second law of independent assortment
c. Crosses and Punnett Squares
d. Inheritance patterns and sex-linkage
D. Human genetics
1. Pedigree analyses and modes of inheritance
a. Autosomal recessive inheritance
b. Autosomal dominant inheritance
c. X-linked or sex-linked recessive inheritance
E. Genetic technology
1. DNA cloning
a. Restriction enzymes

b. Recombinant DNA
c. DNA vectors
d. PCR
2. Genome sequencing
3. Applications
a. Medicine
b. Pharmaceutical
c. Forensic
d. Environmental/agricultural
VI. Evolution, Ecology, and Behavior (4 items)
A. Evolution *
1. Mechanisms and patterns
a. Convergent
b. Divergent
c. Parallel
d. Genetic drift and the founder effect
2. The Hardy-Weinberg Law
a. Population genetics
3. Natural selection and adaptation
4. Consequences
a. Speciation; reproductive vs. geographic isolation

5. Comparative anatomy
a. Homologous vs. analogous structures, vestigial structures
6. Theories of evolution
a. Lamarckian vs. Darwinian
B. Ecology *
1. Levels of biological organization
a. Communities
b. Populations and carrying capacity
2. Interactions within the ecosystem
a. Autotroph vs. heterotroph
b. Environmental interactions
c. Interspecific vs. intraspecific interactions
d. Ecological stability and succession
3. Ecosystem energy flow and material cycles
4. Terrestrial and aquatic biomes

C. Cladistics
1. Phylogenetic trees (cladograms)
a. Analysis
b. Relationship to taxonomy
D. Animal behavior *
1. Basic behavioral responses
a. Reflexes
b. Adaptive responses
c. Conditioning
2. Social interactions (i.e. reproductive displays, communication, etc.)

GENERAL CHEMISTRY OUTLINE
NOTE: For general chemistry problems, you often will not need to calculate a
numerical value. Check out the answer options first, as you might be asked
to simply select the correct equation setup.
I. Stoichiometry and General Concepts (3 items) *
A. Molecules
1. Moles
a. Avogadro’s number
b. Molar mass
c. Molecular weight
B. Compounds
1. Law of constant composition
2. Formula weight
3. Empirical and molecular formulas
4. Percent composition
a. Empirical formulas
b. Structural and molecular formulas
c. Molecular and formula weights

C. Reaction types
1. Combination
2. Decomposition
3. Single and double displacement
a. Net ionic equations
(i) Spectator ions
4. Neutralization
D. Balancing equations
1. Coefficients
2. Calculations from balanced equations
a. Limiting reactant
b. Actual vs. theoretical yields
E. Density
II. Gases (2 items) *
A. Standard Temperature and Pressure (STP)
B. Ideal gases
1. Ideal Gas Law
2. Boyle’s Law
3. The Law of Charles and Gay-Lussac

4. Avogadro’s Principle
C. Real gases
1. Deviations from ideal gases
a. Temperature
b. Pressure
2. Dalton’s Law of Partial Pressures
D. Kinetic molecular theory of gases
1. Average molecular speeds
2. Graham’s law of gas diffusion and effusion
III. Liquids and Solids (3 item) *
A. Intermolecular forces
B. Phase changes
1. Phase equilibria
a. Gas-liquid equilibrium
(i) Evaporation and condensation
(ii) Vapor pressure and boiling point
b. Liquid-solid equilibrium
(i) Melting point and freezing point
c. Gas-solid equilibrium
(i) Sublimination and deposition

2. Gibb’s free energy
3. Phase diagrams
a. Triple point and critical point
C. Structures, properties, and polarity
1. Liquids
a. Solutions and miscibility
2. Solids
a. Intermolecular forces
b. Crystals
(i) Cubic unit cells
IV. Solutions (3 items) *
A. Properties
1. Colligative
a. Phase changes
(i) Boiling point elevation
(ii) Freezing point depression
(iii) Osmotic pressure
(iv) Vapor-pressure lowering (Raoult’s Law)
(v) Effect of solutes on BP and FP

2. Non-colligative
3. Solubility rules and saturation (aqueous solutions)
4. Polarity and forces
B. Ionic solutions
1. Nomenclature of component cations and anions
2. Electrolytes
C. Calculations
1. Concentration units
a. Molarity (M)
b. Molality (m)
c. Normality (N)
d. Mole fraction (X)
e. Percent composition by mass
2. Dilution
3. Solubility product constant
a. Ion product and Ksp
b. Common ion effect

V. Acids, bases, and buffers (3 items) *
1. Three common definitions of acids and bases
a. Arrhenius
b. Bronsted-Lowry
(i) Conjugate acid-base pairs
c. Lewis
2. Properties of acids and bases
a. pH and pOH
(i) Water dissociation constant (Kw)
(ii) Scales
b. Strong acids and bases
c. Weak acids and bases
(i) Acid dissociation constant (Ka)
(ii) Base dissociation constant (Kb)
d. Salt formation
e. Polyvalence and normality
f. Amphoteric species

3. Titration and Buffers
4. Calculations
a. Using Ka and Kb
b. Henderson-Hasselbalch equation for buffered solutions
VI. Chemical Equilibria (2 items) *
1. Dynamic concept
a. Reversible reactions
b. Equilibrium constant (Keq)
(i) Calculations: molecular, acid/base, precipitation
c. Le Chatelier’s principle
(i) Change in concentration
(ii) Change in pressure or volume
(iii) Change in temperature
VII. Thermodynamics and Thermochemistry (2 items) *
A. Laws of Thermodynamics (1st, 2nd, and 3rd)

B. System processes
1. Isothermal
2. Adiabatic
3. Isobaric
C. Heat transfer
1. Endothermic vs. exothermic
2. Calorimetery
a. Constant-volume and constant-pressure calorimetry
b. Specific heat (c)
D. State Functions
1. Enthalpy (H)
a. Standard heats of formation and reaction
b. Hess’s Law
c. Bond dissociation energy
2. Entropy (S)
3. Gibb’s Free Energy (G)
a. Spontaneity

VIII. Chemical Kinetics (2 items) *
A. Rate laws
1. Experimental determination
2. Rate constant
3. Reaction order
B. Factors that affect reaction rate
1. Concentrations
2. Temperature
3. Medium
4. Catalysts
C. Transition states
1. Activation/potential energy diagram
a. Reversibility of reaction
b. Enthalpy change
D. Half-life
IX. Oxidation-Reduction Reactions (2 items) *
A. Balancing equations

B. Determination of oxidation numbers
C. Electrochemical concepts and terminology
1. Oxidation and reduction reactions
a. Anode
b. Cathode
2. Types of cells
a. Electrolytic
b. Galvanic
3. Faraday’s Constant
D. Electrochemical calculations
1. Reduction potentials
2. Electron motive force (EMF)
a. Relationship to Gibb’s free energy and Keq
b. Nernst Equation
3. Standard electrode potential (E°)

X. Atomic and Molecular Structure (3 items)
A. Bonding *
1. Bond types
a. Ionic
b. Covalent: polar, non-polar, and coordinate
(i) Lewis-dot diagrams
(ii) Formal charge calculations
(iii) Resonance structures
B. Molecular geometry *
1. Valence Shell Electron-Pair Repulsion (VSEPR) Theory
C. Intermolecular forces *
1. Van der Waals forces
a. Dipole-dipole interactions
b. London disperson forces
2. Hydrogen bonding
3. Hydrophobic interactions
D. Sub-atomic particles *
1. Protons
2. Neutrons
3. Electrons

E. Atomic theory *
1. The Bohr Model
a. Atomic emission and absorption spectra
2. Modern Quantum Mechanical Model
a. Electron energy states
b. Quantum numbers
(i) Principle (n), azimuthal (l), magnetic (ml), and spin (ms)
c. Pauli exclusion principle
d. Electron configuration in orbitals
(i) Hund’s rule
(ii) s,p,d,f
XI. Periodic Properties (2 items) *
A. The periodic table of elements
a. Periods
b. Groups
c. Metals
d. Transition metals
e. Non-transition metals
f. Metalloids

B. Periodic trends of the elements
a. Ionization energy
b. Electron affinity
c. Electronegativity
d. Atomic radius
e. Oxidation state
f. Diamagnetism
g. Ferromagnetism
h. Paramagnetism
XII. Nuclear Reactions (1 item) *
A. Particles
1. α, β, and γ-particles
B. Nuclei
a. Atomic number (Z)
b. Mass number (A)
c. Isotopes
C. Atomic mass and weight
D. Binding energy
1. Nuclear binding energy
2. Mass defect

E. Nuclear reactions
1. Fusion
2. Fission
3. Radioactive decay processes
a. Alpha decay
b. Beta decay
c. Gamma decay
d. Electron capture
e. Half-life
f. Exponential decay
XIII. Laboratory (2 items)
A. Basic techniques
B. Equipment
C. Error analysis
D. Safety
E. Data analysis

ORGANIC CHEMISTRY OUTLINE
I. Mechanisms (5 items): Energetics, Structure, and Stability of

Intermediates
A. Reactions of alkanes *
1. Free radical halogenation
a. Initiation
b. Propagation
c. Termination
d. Stability of radicals
2. Nucleophilic substitution: SN1and SN2
a. Nucleophile
b. Leaving group
c. SN1vs. SN2 mechanism and stereochemistry
3. Elimination: unimolecular (E1) and bimolecular (E2)
a. From alcohol
b. From alkyl halide
c. E1 vs. E2 mechanism
4. Conditions that favor SN1vs. E1 or SN2 vs. E2

5. Carbocations and stability
6. Activation Energy
B. Electrophilic Aromatic Substitution
1. Electrophile
2. Ortho-, meta-, para-directing substituents
3. Activating vs. deactivating groups
II. Chemical and Physical Properties of Molecules and Organic Analysis

(5 items)
A. Inter- and intra-molecular forces *
B. Separation *
1. Basic techniques
a. Extraction
b. Filtration
c. Re-crystallization
d. Sublimation
e. Centrifugation
2. Distillation
a. Simple
b. Vacuum

c. Fractional
3. Chromatography
a. Thin-layer
b. Column
c. Gas
4. Electrophoresis
a. Agarose gel
b. SDS-PAGE
c. Isoelectric focusing
C. Introductory infrared spectroscopy (IR) *
1. Characteristic absorption peaks of key functional groups
D. 1HNMR *
1. TMS
2. Nuclear shielding and deshielding
2. Coupling or splitting
13
E. CNMR *
1. Spin coupled or decoupled spectrum
F. Chemical/compound identification *
1. Mass spectroscopy

G. Chemical and physical properties *
1. Melting point
2. Boiling point
3. Stability
4. Solubility
5. Polarity
III. Stereochemistry (3 items) *
A. Conformational analysis
B. Optical activity
1. Polarimeter and plane polarized light
2. Dextorotatory vs. levorotatory
3. Racemic Mixture
C. Isomers
1. Structural isomerism
2. Cis-trans and E/Z
3. Stereoisomers
a. Diastereomers
(i) Geometric isomers
(ii) 2n Rule

b. Meso compounds
(i) Planes of symmetry
c. Enantiomers
(i) Chirality and chiral centers
(ii) Relative vs. absolute configuration
(iii) R vs. S configuration
(iv) Fischer projection
(v) Epimer, anomer
d. Conformational isomers
(i) Straight chain: staggered vs. eclipsed, anti vs. gauche
(ii) Cyclic: strain energies
IV. Nomenclature (2 items) *
A. IUPAC rules
B. Common names

C. Functional groups in molecules
1. Alkanes
a. Alkyl substituents
b. Rings
2. Alkenes
a. Cis and trans isomers
b. E and Z isomers
c. Dienes and trienes
3. Alkynes
4. Aromatic compounds
a. Benzene
(i) Mono-, di-, trisubstituted
5. Alcohols
a. Primary, secondary, tertiary
6. Ethers
7. Carbonyl compounds
a. Aldehydes
b. Ketones
c. Carboxylic acids
d. Esters and lactones
e. Acid anhydrides

8. Amines and amides
9. Acetals and hemiacetals
V. Reactions of the Major Functional Groups and Combinations of

Reactions to Synthesize Compounds (9 items)
A. Carbon-to-carbon bond formation
1. Aldol Reaction
2. Wittig Reaction
3. Grignard Reaction
B. Functional group conversions (including redox and name reactions)
1. Reactions of alkenes *
a. Electrophilic Addition of HX, HX2, and H20
(i) Markovnikov’s Rule
b. Radical halogenation
(i) Anti-Markovnikov
c. Reduction
(i) Catalytic hydrogenation
d. Hydroboration
e. Oxidation
(i) Potassium permanganate
(ii) Ozonolysis

(iii) Peroxy acids
(iv) Jones’ catalyst
f. Diels-Alder Reaction
2. Reactions of alkynes *
a. Reduction to alkene
(i) cis isomer: Lindlar’s catalyst
(ii) trans isomer
b. Catalytic hydrogenation
c. Addition
(i) Electrophilic
(ii) Free radical
d. Hydroboration
e. Oxidation with potassium permangate or ozone
3. Reactions of molecules containing oxygen
a. Alcohols *
(i) Oxidation to aldehydes, ketones, and carboxylic acids: PCC,

Tollen’s Reagent, KMnO4, etc.

(ii) Elimination: dehydration to alkenes
(iii) Ether synthesis: Williamson, dehydration
(iv) Ester formation from alcohols and carboxylic acids
b. Reactions of carbonyl containing molecules: aldehydes, ketones,

esters, carboxylic acids, and derivatives *
(i) Reductions: NaBH4 and LiAlH4
(ii) Electrophilic addition, nucleophilic substitution
(iii) Grignard Reaction
(iv) Keto-enol tautomerism
(v) Acetal, hemiacetal, and ketal formation
(vi) Reactions with alcohols
(vii) Oxidations and reductions

(viii) Aldol Condensation
(ix) Wittig Reaction
c. Reactions of Carboxylic acids
(i) Nucleophilic substitution reaction
(ii) Fischer esterification
(iii) Acid anhydride formation
(iv) Acyl halide formation
4. Friedel-Crafts reactions (acylation and alkylation of benzene ring)
D. Multistep syntheses
VI. Acid-Base Chemistry (3 items)
A. Bronsted-Lowry acid/base, Lewis acid/base, conjugate acid/base pairs
B. Acid constant Ka and pKa
C. Resonance effects
1. Drawing resonance forms

2. Effect on acidity
D. Inductive effects
1. Electronegativity and polarity
E. Predictions of products and equilibria
F. Acid nomenclature and derivatives
VII. Aromatics and Bonding (3 items) *
A. Concept of aromaticity
1. Properties and nomenclature
a. Mono-, di-, tri-, etc. substituted
2. Huckel’s Rule
3. Electrophilic aromatic substitution reactions
a. Halogenation
b. Sulfonation
c. Nitration
d. Friedel-Crafts acylation and alkylation
4. Substituent effects
a. ortho/meta/para directing

b. activating vs. deactivating
B. Resonance and delocalization
C. Atomic orbitals
1. Aufbau principle
2. Pauli’s exclusion principle
3. Hund’s rule
D. Molecular orbitals
1. Energy and intermolecular distance diagram
2. Types of orbitals
a. Overlapping bonding orbital
b. Overlapping antibonding orbital
E. Hybridization
1. sp3, sp2, and sp hybrids
F. Lewis structures
1. Lewis acids and bases
2. Atomic bonds
a. pi bonds
b. sigma bonds
G. Bond angles
1. VSEPR Theory

2. Molecule shapes
H. Bond lengths
1. Single bonds
2. Double bonds
3. Polar covalent bonds
4. Dipole moment
VIII. Synthesis (2 items): Identification of the product of, or the reagents

used in, a simple sequence of reactions.

MNEMONIC DEVICES FOR THE SNS
EXAMPLES OF BIOLOGY MNEMONICS
“LEO the Lion says GER”

For redox reactions, a Loss of Electrons occurs in an Oxidation (LEO)
while a Gain of Electrons occurs in a Reduction (GER).
“CUT the Pye”

In terms of molecular genetics, the bases cytosine (C), uracil (U), and
thymine (T) are the pyrimidines. Thus, the bases adenine (A) and
guanine (G) are the purines.
“Georgia (GA) is bigger than Connecticut (CT)”

Again in terms of molecular genetics, the bases guanine (G) and
adenine (A) are the two-ring containing purines and the bases
cytosine (C) and thymine (T) are the single-ring pyrimidines.
“The ectoderm is the attractoderm; the mesoderm is the means-oderm”

There are three germ layers which develop upon gastrulation in a
developing embryo. The ectodermal layer develops into the nervous
system, epidermis, lens of the eye, and the inner ear. It can be thought
of as the “attractoderm” because one’s brain (nervous system), looks
(skin), and eyes are often thought of as attractive features. The
mesoderm develops into the muscles, skeleton, circulatory system,
gonads, and kidneys. This layer can be thought of as the “means-
oderm,” or the means in which you can get from one place to another
(i.e. muscles and skeleton for motion, circulation). The endoderm
encompasses “everything else,” including the epithelial lining of the
digestive tract, lungs, liver, and pancreas.
“FOWW”
The placenta is responsible for the exchange of food (F), oxygen (O),
water (W), and waste (W) for a developing fetus.
“Phenotype is physical; genotype is genetic”

Phenotype is the physical manifestation (what you can see) of a given
genotype, while genotype is the genetic composition of an individual with
respect to a given set of alleles.
“OsteoBlasts are Builders of Bone”

During the ossification or formation of bone, two types of cells are active.
Osteoblasts build bone while osteoclasts break it down.

“FLAT PiG”
The hormones produced by the anterior pituitary gland are as follows:
FSH (follicle stimulating hormone)

LH (lutenizing hormone)
ACTH (adrenocorticotropic hormone)
TSH (thyroid stimulating hormone)
Prolactin
(ignore)
Growth hormone
“SEVEN UP”
The pathway of sperm through the male reproductive system:
Seminiferous tubules, Epididymis, Vas deferens, Ejaculatory duct,
(Nothing), Urethra, and Penis.
“Calcitonin tones down Ca2+ levels”

Calcitonin is a thyroid hormone that causes calcium in the blood to be
taken into bone for storage (thus it tones down calcium blood levels)
while at the same time stimulating osteoblasts to build bone. The
antagonist of calcitonin is parathyroid hormone.
“A B c d e f G h I”
There are two types of cells in the pancreas. Alpha cells secrete the
hormone Glucagon. Beta cells produce Insulin. (The mnemonic is
designed to work as Alpha Beta c d e f Glucagon h Insulin.)
“Water flows downhill not uphill”

In the nephron of the kidney, the Loop of Henle is permeable to water
on the way down but not permeable on the way back up. This is
important for the process of osmoregulation.
EXAMPLES OF GENERAL CHEMISTRY MNEMONICS
“The FON (phone) Rule”

Fluorine (F), oxygen (O), and nitrogen (N) atoms are capable of
hydrogen bonding. These are the most electronegative elements.
“Increasing electron affinity, electronegativity, and ionization energy but

decreasing atomic radius”
On the periodic table, the trends for electron affinity, electronegativity,
and ionization energy are to increase as you move up and from left to
right across the table. Moving in the same directions, the trend in
atomic radius is to decrease.

“Get Higher Test Scores”
The Thermodynamic Equation: ∆G = ∆H - T∆S
“Down P down BP”

A decrease in pressure results in a decrease in the boiling point of a
liquid. This is because a liquid boils when the vapor pressure above it
equals the atmospheric pressure.
“SLuG”
The order of states on a phase diagram, from left to right, is solid (S),
liquid (L), gas (G).
“LEO the lion says GER”

For redox reactions, a Loss of Electrons occurs in an Oxidation (LEO)
while a Gain of Electrons occurs in a Reduction (GER).
“An Ox; Red Cat”

In an electrode, the anode is the site of oxidation, while reduction occurs
at the cathode.
EXAMPLES OF ORGANIC CHEMISTRY MNEMONICS
“E is Eopposite; Z is Zame”
In complex alkenes, the E/Z isomer nomenclature is used. E isomers
have the two highest priority groups on opposite sides of the double
bond, while Z isomers have the two highest priority groups on the same
side of the double bond.
“OiL RiG”
Another redox mnemonic for molecules: Oxidizing Loses the hydrogen,
Reducing Gains the hydrogen.
ADDITIONAL MNEMONICS
*One of the best websites for useful mnemonic devices is:
www.geocities.com/CollegePark/Union/5092/mnemMCAT.html
You may also wish to do a “google search” for mnemonic devices in biology,
general chemistry, or organic chemistry.

PAT OVERVIEW
The Perceptual Ability Test (PAT) consists of a total of 90 questions,

which you will have 60 minutes to complete. The items are divided into the
six different question types presented in the following outline. There are 15
multiple choice questions per PAT question type, with either four or five
possible answers lettered A through D or A through E for each. The
questions on the DAT exam follow the order of this outline. For example,
items #1 – 15 of the PAT will be keyhole type questions. Following each
question type are the number of items and corresponding question numbers
that will appear on the DAT. This outline contains a description of each type
of PAT item, as well as rules, time recommendations, and strategies. It is
important to practice with a number of example PAT items prior to your actual
DAT exam. The PAT section will be the most unfamiliar to you initially, and
simply reading rules and strategies will not allow you to master the skills
necessary to perform well. An * symbol denotes that a section and chapter
reference from the Kaplan review book is available in Appendix B.
PAT OUTLINE AND STRATEGIES
I. Apertures (15 items, questions #1 - 15): Keyholes *
A. Brief description: You must determine through which of five possible

openings or apertures a given three-dimensional object can pass.
B. Rules
1. The object may be rotated in any manner and may pass through the
opening in any orientation.
2. Once the object has begun its passage through the aperture,
rotation is no longer allowed.
3. The object may not pass through on a diagonal.
4. The shape of the aperture is the exact shape of the object’s
external outline.

5. The aperture and the object are always drawn to the same scale.
6. The correct aperture will be one of the object’s three possible
projections: top-bottom, front-back, or side.
7. Parts of the object that are not visible hide no irregularities. Hidden
portions of the object are symmetrical to its visible parts.
8. There will always be only one correct aperture choice for each
object.
C. Time recommendation: 10 minutes for the 15 questions
D. Strategies
1. Use the projections of the three-dimensional object (top-bottom,

front-back, and side) to determine the shape of the correct
aperture. For example, here are the three projections of an object:
Top-Bottom Front-Back From the Side
2. In your mind, try to squash the three-dimensional object into a flat

shape.
= or
(Top-Bottom) (Front-Back)
3. Pay attention to scale. Be aware that a correctly shaped aperture

may be an incorrect answer choice if it is too small or too large to
accommodate the object.
4. Try to identify the importance of each line in the three-dimensional
object and notice subtle details such as:
a. Flat, sloping, or protruding outermost surfaces
b. Visibility and invisibility of protrusions
c. The existence and location of any holes or recesses in form
d. The heights of any stair-like edges and the measure of angles

II. Orthographic projections (15 items, questions #16 - 30): Top-Front-End *
A. Brief description: You will be given two projections of a three-

dimensional object. From four possible answer choices, you must
determine the object’s third projection.
B. Rules
1. Hidden edges that cannot be seen are represented by dotted or

dashed lines in the projections, while solid lines represent edges
that are visible.
2. A hollow object, such as a box, completely hiding another shape
within is not possible.
3. Each view or projection of the object is presented without
perspective, and all points in the view are along parallel lines of
sight.
4. Top, front, and end views will always be presented in the same
positions in relation to a cross on the left of the page.
5. The end view always corresponds to a view of the object from the
RIGHT (never left) side.
D. Strategies
1. Note changes in any of the following:

a. Sides or edges
b. Angles
c. Planes
d. Axes: x, y, and z
2. Remember that any dotted or dashed line refers to an edge cannot
be seen because it is either behind or inside the object. These
dotted lines can provide significant information about the shape and
depth of the object.
3. Remember that if a dashed line (a hidden line) exactly coincides
with a solid (visible) line, the portion of the dashed line that is
behind the solid line will remain solid. However, the overlapping of
two dashed lines results in an overall dashed line.
4. Note the number, sequence, and location of visible and hidden
lines. Count the number of vertical and horizontal lines in each
view, noting the pattern of visibility. Keep the following in mind:
Top
- The number and pattern of HORIZONTAL
changes in form in the TOP view will appear
as VERTICAL changes in the END view.
End
Top
- VERTICAL changes in form in the TOP view

Front
will appear as VERTICAL changes in the
FRONT view.
- HORIZONTAL changes in form in the

FRONT view will appear as HORIZONTAL
changes in the END view.
Front
End
5. Use process of elimination to determine the correct answer choice.

It can often be easier to determine which projections are not
possible for the given object rather than to directly select its correct
projection.
III. Angle discrimination (15 items, questions #31 - 45): Angle ranking *
A. Brief description: You must rank four angles, labeled 1-4, in increasing
order from smallest to largest. There are four possible answer choices for
this PAT question type.
B. Rules
1. The four angles presented in each question are all interior angles.
D. Strategies
1. It is very important to maintain a fast pace throughout this section.

This will provide you with additional time to concentrate on more
complicated sections of the PAT.
2. Immediately begin eliminating incorrect answer choices by first
identifying the smallest and largest angles.
3. Don’t forget that the measure of an angle is completely independent
of the length of its legs. It may be helpful to hold your scrap paper
up to the screen and make the legs the same length.

4. The vertex is the joining point for the two legs of an angle.
Compare all the angles at the same distance from their vertices.
vertex
5. Use the niches of the angles. The tightest portion of the vertex is
the niche of an angle. By viewing only this discrete area, you can
compare the four angles by the sizes of their vertices. Because the
DAT is administered by computer, this strategy can be particularly
useful. A smaller angle has a greater “fuzzy factor” at its niche due
to the pixels of a computer screen.
“fuzzy factor”
niche
vs.
6. A smaller angle will always fit inside the vertex of a larger angle
regardless of the length of their legs.
7. Make use of your scrap paper to keep track of answer choices as
you eliminate them as well as your discriminations between angles.
Jotting down the answer choices as A-B-C-D on the scrap paper
ahead of time can be useful. You can simply cross off the numbers
as you delete the corresponding answer choices.
8. Don’t waste your time! You may not have to rank all four of the
angles to arrive at the correct answer choice. When two angles
appear to be almost too close to call, check out the answer choices!
IV. Hole punching (15 items, questions #46 - 60) *
A. Brief description: One, two, or three folds are made in a square piece
of paper. One or more holes are then punched at specific locations. You
must unfold the paper in your mind and determine the correct locations of
the punched holes. There are five possible answer choices for this PAT
section.
B. Rules
1. Folds in the paper are always made towards you (the front).
2. You will see the progression of folding in the question. There will
be one, two, or three folds made in total.

3. Though you will not be shown the starting form, it is always
assumed to be a square.
4. There are only four possible first folds that can be made in the
paper, thus folding is not an arbitrary process. These four first folds
can each be rotated 90, 180, or 270 degrees to result in a
seemingly larger variety of first folds.
5. The original position of the paper is represented by dashed lines.
Solid lines are used to indicate the position of the folded paper.
6. The folded paper always remains within the boundaries of the
original square sheet.
7. The paper is never twisted or turned.
8. The holes will only be punched after all folds have been completed.
9. In the answer choices, filled-in circles indicate the positions of the
punched holes.
10. No “half” holes will be generated. Keep in mind that a complete
hole may be generated by punching along a fold. In this case, a
“half” punch will result in a complete hole when the paper is
unfolded.
D. Strategies
1. The final product must always be symmetrical along the line of the
first fold. Become familiar with the four possible first folds, and use
first fold symmetry to immediately eliminate answer choices.
Starting with a square piece of paper, the four first folds are:
2. Be aware that just because there are no holes along the first fold
line does not mean that the choice can be eliminated! In other
words, non-holes are symmetrical with non-holes.
For example, if the first fold is: Line of

symmetry
The following answer choice CANNOT be Rows 1 and 2 are

eliminated based on first fold symmetry: symmetrical.

3. Count the number of folds that have been made in the paper. The
number of resulting holes in a final unfolded sheet is equal to the
number of paper layers through which the particular hole was
punched.
V. Form development cubes (15 items, questions #61 - 75): Cube counting *
A. Brief description: Several stacks of cubes have been cemented

together to form an entire figure. The figure has been varnished on all
external surfaces, excluding the bottom, after being cemented. You must
determine the number of cubes in the figure that have a particular number
of varnished sides. There are five possible answer choices for this PAT
section.
B. Rules
1. Identical, regular cubes have been used to construct the figure.

2. The figure’s bottom (the face on which it rests) has not been
varnished.
3. The only possible hidden cubes are those that are necessary to
support other visible cubes in the figure. This means that an empty
top level implies an entirely empty column when that column is
completely out of view.
4. It is impossible for a cube to have six varnished surfaces.
D. Strategies
1. Do not forget a cube that is not visible, yet is needed to support

another cube in the figure.
2. Your first step should be to count the total number of cubes in the
figure.
3. DO NOT assume symmetry!
4. Recognize the six possible cube types according to their number of
varnished sides:
a. One-sider
b. Two-sider
c. Three-sider: found on the edges of a wall of cubes
d. Four-sider: on the corners of a wall of cubes or within a column
e. Five-sider: can only be found at the top of a column of cubes
f. No-sider: found within the core of a figure

4
2 3
4
4
3
1
3 5
3 2
5
3
3 1 2 2 2
*Note that there are three cubes not visible in this view. The first, located
at the bottom of the far left column, would have two sides varnished. A
second cube is located in the interior of the figure, at the bottom of the middle
column second from the left side, and would have zero sides varnished. The
third cube, located at the bottom of the far column second from the right side,
would have one side varnished. Overall, the total number of cubes in this
figure is 21.
5. Use your scrap paper to tally all the cubes in the figure (see
Appendix A). Make columns of “no sides varnished” to “five sides
varnished” and then methodically go over the figure, checking off
the appropriate column for each cube. You should be able to easily
obtain the answers to the questions directly from this table. Be
sure to verify that the number of tallies adds up to the total number
of cubes in the figure.
6. When counting and tallying the cubes, work level by level
(horizontal row by row or vertical column by column) in the figure.
VI. Paper folding (15 items, questions #76 - 90): Pattern folding *
A. Brief description: You must select the correct three-dimensional figure

into which a given flat pattern folds. There are four possible answer
choices for this PAT section.
B. Rules
1. On the left of the page, a flat pattern will be presented.

2. Two answer choices that are simply different views of the exact
same figure are both incorrect, as there is only one correct three-
dimensional figure for each flat pattern.
3. The flat pattern shows the outside shell of the figure. A three-
dimensional object with the pattern facing out is created by folding
the flat pattern INTO the page.
4. There is no standard orientation for the three-dimensional figure.
Once its form is constructed from the flat pattern, it may be turned
on its side or upside down.
5. Every line in the flat pattern represents the location of a fold, an
edge, or an outline for a shaded area.
D. Strategies
1. Use process of elimination when the correct answer does not

immediately present itself. Choices that have faces or shading
absent from the flat pattern can be easily eliminated.
2. It is important to pay close attention to detail.
3. In patterns involving shading, you can often eliminate answers by
identifying which faces must be adjacent or opposite one another in
the three-dimensional figure.
Visualize the folded 3-D

cube and try to determine
the orientation of these
three shaded faces
relative to each other.
4. A unique face in the flat pattern is usually the best place to start.
This face, which appears twice

in the flat pattern, is the
characteristic to focus on.
5. Often times, you will not need to visualize the entire flat pattern as a
three-dimensional figure if you can focus in on a key landmark or
distinguishing feature.
6. If possible, practice folding with cutouts of flat patterns.

PAT MNEMONIC DEVICES
“See a key, think three”

For keyhole questions, the correct opening MUST be one of the object’s
three projections (top-bottom, front-back, or side).
“HaVE SODA”
The best way to approach orthographic projection (top-front-end)
questions is to use the patterns of Horizontal vs. VErtical and SOlid vs.
DAshed lines.
“Big and small says it all”

The first step in solving angle ranking questions is to identify the biggest
and smallest angles. Take a look at the answers, because this is
sometimes the only information needed to determine the correct answer!
“The first fold is good as gold”

In hole punching questions, the first fold designates the line of symmetry
in the final product.
“Double C, double T”
Count the Cubes, Tally and Total. For the form development cube
questions, first count the total number of cubes in the figure. Next, make a
table and tally the number of sides painted for each cube. Finally, don’t
forget to total your tally marks. The total number of tallies should match
your initial count if you haven’t missed any cubes.
“UFO’s!”
For paper folding questions, focus on a Unique Face Or Shading in the flat
pattern.

An * symbol denotes that a section and chapter reference from the Kaplan
review book is available in Appendix B.
READING COMPREHENSION OVERVIEW *
The Reading Comprehension Test includes three reading passages of

approximately 1,500 words each. The selections are typical of the level of
material encountered in the first year of dental school. This section of the
DAT assesses your ability to read, organize, analyze, and comprehend new
scientific information in the dental, basic, or clinical sciences. No prior or
outside knowledge of the topic area is required.
Time recommendation: There are 50 multiple choice questions to answer

in 60 minutes, with five possible answer choices lettered A through E for
each. Thus, you should spend about 20 minutes on each passage and its
corresponding questions. There are approximately 16 – 17 questions for
each of the three passages.
Key principles: The passages are usually highly factual, loosely organized
surveys of a topic. Questions are almost always factual in nature.
Remember that the passage exists only because the author has a specific
purpose in mind.

READING COMPREHENSION STRATEGIES
There have been a number of reading comprehension strategies proposed by a

variety of sources. Three common strategies include:
1. Read the passage in its entirety and then answer the questions.
2. Scan the passage for keywords and topics, then answer the questions.
3. Go straight to the questions and scan the passage for the answers.
We do not recommend using the first strategy. Most people will not have enough
time to read the passage word-for-word before answering the questions.
Therefore, we recommend using Strategy 2 or 3. With practice you should
discover which of these works best for you.
STRATEGY 2 HINTS
• Map out the passage in a focused and highly structured manner on your scrap
paper. Strategically diagram the passage in terms of paragraph topic phrases
and associated keywords.
• Write as little as you can. Number your scrap paper to correspond with the
passage’s paragraphs so you can easily navigate the passage. Limit your
topic phrases to a couple of words and jot down relevant keywords below.
STRATEGY 3 HINTS
• Immediately read the first question and scan the passage until you get to the
answer. The question and passage will appear on the screen at the same
time. Continue answering the remaining questions in the same manner.
GENERAL HINTS
• Never read word-for-word. Quickly scan the passage to get a vague idea of its
overall subject matter.
• The first sentence often identifies the author’s basic subject. Identify the
overall topic of the passage as well as the specific topic for each paragraph.
• Read each paragraph to find its topic phrase and scan the remaining portion
for keywords only.
• Examples of keywords include: unfamiliar words, significant details, names,

dates, and statistics or other numbers.
• Identify the overall purpose. The passage may be an informative piece, a
persuasive piece including the author’s argument about a topic, etc. Most
questions will relate to specific details, however, rather than the overall
purpose.
• Never attempt to commit the facts and details to memory.
• In your mind, paraphrase confusing or highly factual text into your own words.
• Be aware of grammatical and structural clues, such as the organization of the

text and the author’s use of specific “signal words”:
a. Continuation – a thought, idea, or point is continuing

Examples: also, moreover, furthermore, in addition, plus, at the same time, as well
as, equally
b. Sequence – an order of things or events

Examples: first of all, second, finally, recently, next
c. Emphasis – what the author feels is most important

Examples: most of all, above all, essentially, especially, primarily, particularly,
indeed
d. Contrast – an opposing statement will follow

Examples: on the other hand, but, despite, yet, however, alternatively, still,
although, unless, otherwise, not, though, while, nevertheless
e. Illustration – the author’s proof of an argument

Examples: for example, according to these experts
f. Conclusion – prior to the resolution of an argument

Examples: therefore, thus, in conclusion, hence, so, consequently
g. Evidence – results from experimental procedures that support an argument

Examples: for, since
• Be aware of the seven question types:
a. Main idea
b. Detail
c. Implied detail
d. Inference
e. Application
f. Logic
g. Tone

• Find the keyword in each question and skim the passage for its location. This
is especially useful for numbers or direct quotes which are easy to find.
• Distractor answers often repeat parts of the passage word for word. The
correct answer usually involves a summary or paraphrasing of the related
portion in the passage.
• Select an answer choice that actually answers the question being posed. An
answer might be a correct fact, but it may not answer the question.
• Never rely on pre-existing knowledge of a word’s definition when asked how it

is used in the passage. Context clues will allow you to determine the word’s
usage in the passage, which may be an unusual way that is unfamiliar to you.
• Remember that all the information you need to answer the questions comes
directly from the passage. Prior or outside knowledge of the topic is completely
unnecessary, and it is unlikely that you will be asked to interpret or apply the
information in the passage to an unrelated situation.

QUANTITATIVE REASONING OVERVIEW
The Quantitative Reasoning Test consists of 40 multiple choice questions

that test basic math, trigonometry, geometry, and algebra skills. Advanced math,
such as calculus, will not be tested. Similar to other sections of the test, each
question will be followed by five possible answer choices lettered A through E.
You will have a total of 45 minutes for the quantitative reasoning items. The
number of items from each topic area according to the 2005 DAT Program User’s
Manual is included in the outline. An * symbol denotes that a section and
chapter reference from the Kaplan review book is available in Appendix B.
QUANTITATIVE REASONING OUTLINE
I. Mathematical Problems (30 items)
A. Algebraic expressions (10 items) *
1. Equations
a. Linear
b. Simultaneous
c. Operations with polynomials
d. Factoring
e. Quadratics

2. Inequalities
3. Exponential notation
a. Conversion to and from
b. Key operations involving exponents
4. Absolute value
5. Approximations
6. Ratios and proportions
7. Graphical analysis
a. Coordinate geometry
(i) Midpoint and distance formulas
(ii) Slope-intercept equation
B. Numerical Calculations (6 items) *
1. Fractions and decimals
a. Simplification and operations: fractions, decimals, and mixed

numbers
b. Conversions: fractions, decimals, percents

2. Percentages
a. Increase and decrease
3. Approximations and scientific notation
C. Conversions (3 items) *
1. Temperature
2. Time
3. Weight
4. Distance
D. Probability and statistics (4 items) *
1. Desired vs. total possible outcomes
E. Geometry (4 items) *
1. Angles
2. Triangles
a. Basic traits
b. Area
c. Similar triangles

d. Special triangles
(i) Isosceles
(ii) Equilateral
(iii) Right
- Pythagorean theorem
- Pythagorean triplets
3. Quadrilaterals
a. Area formulas of quadrilateral types
4. Circles
a. Circumference
b. Area
c. Arc length
d. Area of a sector
5. Solids: volume and surface area

F. Trigonometry (4 items) *
1. Right triangle
a. SOH-CAH-TOA
2. Trigonometric functions, identities, and concepts
a. Degree vs. radian measure
b. Circle setup for sine, cosine, tangent
c. Graphs of trig functions
d. Periodic functions
e. Inverse functions
3. Three basic formulas
a. SOH-CAH-TOA
b. sin2 + cos2 = 1
c. sin/cos = tan

II. Applied Mathematics (Word) Problems: The Quantitative Reasoning Test
contains 10 word problem items. The type of word problem is not specified
but test preparation materials reflect the types of items used.
A. Possible problem basis:
1. Percents
2. Ratios and proportions
3. Distance, rate, and time
4. Work rates
5. Odd and even integers
6. Age

QUANTITATIVE REASONING STRATEGIES
• Work on practice problems for the Quantitative Reasoning Test. Do not

assume that you will be able to recall and manipulate mathematical formulas
that you probably haven’t used in years!
• Work backwards in problems involving numbers for the answer choices.

Quickly plug each of the answer choices into the problem to find out which one
works. There is some strategy involved here, however. Because answer
choices increase in value from A to E, you want to start with choice B when
testing the options. After plugging into the problem, if the answer is too high,
you know that A must automatically be correct. If choice B is too low, move on
to choice D. From this point, you should be able to determine the correct
answer quite easily.
• For problems involving variables in the answer choices, picking numbers can
be a good strategy. Make sure to select numbers that are permissible given
the parameters of the problem and that are manageable, as you will have to
substitute them in for the variable in each answer choice. Multiples of five and
ten as well as small positive integers tend to work well, but NEVER select zero
or one. With percent problems, choosing the number 100 is preferable. Test
all five answers; make sure that only one works with the selected numbers.
• Sometimes it is best to just do the math. Approach this strategy in the

following manner:
a. Focus on the question that is asked.
b. Try to recall basic concepts.
c. Apply classic formulas.
d. Work carefully and in a logical manner.
e. Don’t be afraid to consider more time efficient strategies.
• At times, strategic guessing can be used to arrive at the correct answer.

Approach this strategy in the following manner:
a. Steer clear of oddball answer choices.
b. Use common sense.
i. The correct answer is not likely to involve numbers found within
the problem itself.
ii. The correct answer is not likely to involve simple combinations
of numbers in the problem.
c. Use estimation!
i. Carry the sign of the side with you, for example round 697 to
700- and 704 to 700+ to keep track of whether the correct
answer will be higher or lower than your estimation.

• Whenever a geometric shape is described in words, use your scrap paper to
draw out the shape. Don’t just try to visualize what it would look like in your
mind.
• It is sometimes necessary to translate certain types of word problems into

algebraic equations before solving them. Often we are taught to substitute
“x” or “y” for variables, however it may be more useful to retain the actual
names of the objects or individuals being compared. For example:
John is now 12 years younger than Mary. If 9 years from now

Mary will be twice as old as John, how old will John be in 4
years?
Substituting “x” for John and “y” for Mary, you will arrive at two
equations that must be solved simultaneously:
x + 12 = y
2 (x + 9) = y + 9
It can be less complicated to write the equations as:
John + 12 = Mary
2 (John + 9) = Mary + 9
• You may wish to do a “google search” for mnemonic devices in algebra,

geometry, or trigonometry.
• Some useful online links to math formulas and resources for quick review:
http://www.math.com/tables/geometry/
http://tutorial.math.lamar.edu

Appendix A: MODEL SCRAP PAPER (Front Side)
Guessing Strategy:
Formulas, Short Term Memory
Information, or Additional Strategies:
Marked Items:
ABCDE # ABCDE # ABCDE #

Reading Comprehension:
Paragraph # Topic/Keywords
1
Cube Counting: 2
3
FIG. A = __ cubes 4
0 5
1 6
2 7
3 8
4 FIG. D = __ cubes
5 0
1
TOT: 1
2
2
FIG. B = __ cubes 3 3
0 4 4
1 5 5
2 TOT: 6
3 7
4 8
5 FIG. E = __ cubes
TOT: 0
1
1
2
FIG. C = __ cubes 2
3
1 3
4
2 4
3 5 5
4 TOT: 6
5 7
TOT: 8

Appendix A: MODEL SCRAP PAPER (Reverse Side)
The back side of your scrap paper can be used for any calculations needed to solve
General Chemistry and Quantitative Reasoning problems.

APPENDIX B: Kaplan Review Book* References
*For Kaplan DAT Second Edition and Kaplan DAT Third Edition
BIOLOGY OUTLINE
PAGE 12
A. Origin of Life (S2 C1)
1. Cellular Respiration (S2 C8)
PAGE 13
2. Photosynthesis (S2 C9)
C. Enzymology (S2 C1)
1. Bioenergetics (energy production) (S2 C8 and S2 C9)
PAGE 14
E. Organelle structure and function (S2 C1)
(ii) Mitosis vs. Meiosis (S2 C2)
A. Five-kingdom classification system (S2 C15)
PAGE 15
C. Plants (Covered in various chapters of section 2)
PAGE 16
A. Integumentary (S2 C5)
B. Skeletal (S2 C10)
C. Muscular (S2 C10)
PAGE 17
D. Circulatory (S2 C5)
PAGE 18
E. Immunological (S2 C5)
F. Digestive (S2 C11)

PAGE 19
G. Respiratory (S2 C8)
H. Urinary (S2 C12)
PAGE 20
I. Nervous/senses (S2 C7)
PAGE 21
J. Endocrine (S2 C6)
K. Reproductive (S2 C2)
PAGE 22
IV. Developmental Biology (4 items) (S2 C2 and S2 C4)
A. Molecular genetics (S2 C3)
PAGE 23
B. Chromosomal Genetics (S2 C3)
PAGE 24
C. Classical Mendelian Genetics (S2 C3)
PAGE 25
A. Evolution (S2 C16)
PAGE 26
B. Ecology (S2 C14)
PAGE 27
D. Animal behavior (S2 C13)
GENERAL CHEMISTRY OUTLINE
PAGE 28
I. Stoichiometry and General Concepts (4 items) (S3 C4)

PAGE 29
II. Gases (3 items) (S3 C7)
PAGE 30
III. Liquids and Solids (1 item) (S3 C8)
PAGE 31
IV. Solutions (3 items) (S3 C9)
PAGE 33
V. Acids, bases, and buffers (3 items) (S3 C10)
PAGE 34
VI. Chemical Equilibria (3 items) (S3 C5)
VII. Thermodynamics and Thermochemistry (2 items) (S3 C6)
PAGE 36
VIII. Chemical Kinetics (2 items) (S3 C5)
IX. Oxidation-Reduction Reactions (3 items) (S3 C11)
PAGE 38
A. Bonding (S3 C3)
B. Molecular geometry (S3 C3)
C. Intermolecular forces (S3 C3)
D. Sub-atomic particles (S3 C1)
PAGE 39
E. Atomic theory (S3 C1)
XI. Periodic Properties (2 items) (S3 C2)
PAGE 40
XII. Nuclear Reactions (1 item) (S3 C12)

ORGANIC CHEMISTRY OUTLINE
PAGE 42
A. Reactions of alkanes (S4 C4)
PAGE 43
A. Inter- and intra-molecular forces (S4 C3)
B. Separation (S4 C12)
PAGE 44
C. Introductory infrared spectroscopy (IR) (S4 C13)
D. 1HNMR (S4 C13)

13
E. CNMR (S4 C13)
F. Chemical/compound identification (S4 C13)
PAGE 45
G. Chemical and physical properties (S4 C3)
III. Stereochemistry (3 items) (S4 C2)
PAGE 46
IV. Nomenclature (2 items) (S4 C1)
PAGE 48
1. Reactions of alkenes (S4 C5)
PAGE 49
2. Reactions of alkynes (S4 C5)
a. Alcohols (S4 C7)
PAGE 50
b. Reactions of carbonyl containing molecules: aldehydes, ketones, esters, carboxylic

acids, and derivatives (S4 C8, 9, and 10)
PAGE 52
VII. Aromatics and Behavior (3 items) (S4 C6)

PAT OUTLINE AND STRATEGIES
PAGE 58
I. Apertures (15 items, questions #1 - 15): Keyholes (S5 p501)
PAGE 60
II. Orthographic projections (15 items, questions #16 - 30): Front-top-end (S5
p515)
PAGE 61
III. Angle discrimination (15 items, questions #31 - 45): Angle ranking
(S5 p531)
PAGE 62
IV. Hole punching (15 items, questions #46 - 60) (S5 p537)
PAGE 64
V. Form development cubes (15 items, questions #61 - 75): Cube counting (S5
p553)
PAGE 65
VI. Paper folding (15 items, questions #76 - 90): Pattern folding (S5 p567)
PAGE 68
READING COMPREHENSION OVERVIEW (S6 p577)
QUANTITATIVE REASONING OUTLINE
PAGE 72
A. Algebraic expressions (10 items) (S7 C2)
PAGE 73
B. Numerical Calculations (5 items) (S7 C1)
PAGE 74
C. Conversions (3 items) (S7 C1)
D. Probability and statistics (4 items) (S7 C1)

E. Geometry (4 items) (S7 C3 and S7 C5)
PAGE 76
F. Trigonometry (4 items) (S7 C6)


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A Comprehensive Study Guide for the

Dental Admission Test

Lauren E. Mentasti, B.S.

Edward A. Thibodeau, D.M.D., Ph.D

Distributed exclusively through partnership with ScholarWare, Inc.

© Copyright, 2005 by Lauren E. Mentasti and Edward A. Thibodeau

© Copyright, 2005 by Lauren E. Mentasti and Edward A. Thibodeau

Dear DAT Candidate,

This study guide represents a unique synthesis of strategies and

Chapter 1 of this guide addresses the essential elements of multiple

Good luck in your preparation for the DAT!

© Copyright, 2005 by Lauren E. Mentasti and Edward A. Thibodeau 1

THE ANATOMY OF A MULTIPLE CHOICE DAT EXAM

The primary use of a multiple choice exam is to assess knowledge of

© Copyright, 2005 by Lauren E. Mentasti and Edward A. Thibodeau 2

MULTIPLE CHOICE TEST STRATEGIES

• Take a second to formulate your own answer to a question before looking at

• Avoid options that are grammatically incompatible with the stem.

• Avoid options that are totally unfamiliar to you.

• If you encounter a double negative in a statement, create the equivalent

GUESSING HINTS AND KEY STRATEGIES

• Never leave a question unanswered. Each question on the DAT is worth

• When guessing, eliminate as many incorrect answers as possible. Try to get

© Copyright, 2005 by Lauren E. Mentasti and Edward A. Thibodeau 4

© Copyright, 2005 by Lauren E. Mentasti and Edward A. Thibodeau 5

DAT STUDY TIPS

• If possible, explain complicated material to a study partner.

• Be aware of the volume of material covered on the DAT, particularly in the

© Copyright, 2005 by Lauren E. Mentasti and Edward A. Thibodeau 6

• Wear comfortable, non-distracting clothing.

• Be prepared to do your very best. Think positively.

© Copyright, 2005 by Lauren E. Mentasti and Edward A. Thibodeau 7

• Time will be kept automatically on the computer screen. Constant attention to

© Copyright, 2005 by Lauren E. Mentasti and Edward A. Thibodeau 8

ANSWER CHOICE DISTRIBUTION

Distribution of Correct Answer Choices on Released DAT Exams

2000 Exam: Frequency of A, B, C, D, or E for all sections except PAT

1990 Exam: Frequency of 1, 2, 3, 4, or 5 for all sections except PAT

1985 Exam: Frequency of 1, 2, 3, 4, or 5 for all sections except PAT

NEW FOR 2005

• A series of reactions has been specified by the Dental Admissions Testing

“Individual Reactions of the Major Functional Groups and

These reactions – carbon-to-carbon bond formation, functional group

“Experimental Cell Biology”

© Copyright, 2005 by Lauren E. Mentasti and Edward A. Thibodeau 10

© Copyright, 2005 by Lauren E. Mentasti and Edward A. Thibodeau 11

I. Cell and Molecular Biology (13 items)

a. Fundamental biochemistry: 4 macromolecule types

(iv) Nucleic acids

2. Review of various theories

a. The Cell Theory

© Copyright, 2005 by Lauren E. Mentasti and Edward A. Thibodeau 12

a. Definition, function, and example

d. Enzyme and substrate (lock and key) model

e. Factors that effect enzymes

(i) Competitive vs. noncompetitive

(i) Feedback inhibition

(ii) Allosteric regulation

D. Cellular processes: Thermodynamics

1. Bioenergetics (energy production) *

© Copyright, 2005 by Lauren E. Mentasti and Edward A. Thibodeau 13

E. Organelle structure and function *

2. Eukaryotic cell vs. prokaryotic cell