ISN Prague

Find your next step in Prague

Explore an ISN programme route, prepare useful questions and try a short study task.

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This is a starting point for a conversation, not an assessment of eligibility. ISN will discuss your circumstances; universities make their own admission decisions.

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Before a university application

Completed: 0 / 5

Save the official page for each degree on your shortlist.Record the teaching language and document instructions from each university’s page.List the school qualifications and transcripts you already have or expect to receive.Write down questions about any unclear document or application step.Compare direct admission support with preparation before applying.

My questions and notes

Try a short study task

These original practice examples help you explain your reasoning. They are not official entrance-exam questions and do not assess admission readiness.

Science: read an experiment

Two groups of plants receive the same amount of water and grow in the same soil at the same temperature. Group A receives 6 hours of light and group B receives 12. Identify the variable being changed and one variable being kept constant. Can this description alone tell you which light duration is better?

Show an example answer

The changed variable is light duration. Water, soil or temperature is a controlled variable. The description gives no results, so it cannot show which duration is better. You would also need to consider how growth was measured, the number of plants and repeated observations.

After the task: explain your reasoning in your planned teaching language.

Engineering: quantities and units

A cyclist travels 150 metres in 30 seconds. Calculate the average speed and state its unit. Does the result prove that the cyclist travelled at a constant speed?

Show an example answer

Average speed = distance ÷ time = 150 ÷ 30 = 5 m/s. It does not prove constant speed: the cyclist may have travelled faster or slower during different parts of the journey.

After the task: explain your reasoning in your planned teaching language.

Computing: test a simple rule

A rule adds only the positive numbers in a list. What result should it give for [4, −2, 0, 3]? Describe how you would handle an empty list.

Show an example answer

The result is 7: add 4 and 3; ignore −2 and 0. One clear convention is to begin with a total of 0, so an empty list returns 0. State this convention before testing or coding the rule.

After the task: explain your reasoning in your planned teaching language.

Business: interpret a percentage

In a survey of 60 students, 36 prefer morning classes. What percentage is that? Can you conclude that the same percentage of all students prefers morning classes?

Show an example answer

36 ÷ 60 × 100 = 60%. This describes the surveyed students. Generalising requires more information about how the sample was chosen and how representative it is.

After the task: explain your reasoning in your planned teaching language.