Sample interview questions

Interviewer: Martin Speight, St Anne’s College

Here’s a cactus. Tell me about it.

We wouldn’t actually phrase the question this way – we give the student a cactus in a pot and a close-up photo of the cactus’s surface structure and ask them to describe the object in as much detail as possible using the plant and the photo. We are looking for observation, attention to detail, both at the large and micro scale. We ask them to account for what they see – this means they don't have to use memory or knowledge about cacti (even if they have it) but to deduce the uses and functions of the shapes, sizes, structures that they have just described. So for example, why be fat and bulbous, why have large sharp spines, surrounded by lots of very small hair-like spines? Why does it have small cacti budding off the main body? There will frequently be more than one logical answer to these questions, and we are likely to follow one answer with another question – for example:

‘the big spines are to stop the cactus being eaten, yes, but by what sort of animals?’ We would also bring in more general questions at the end of the cactus discussion  such as what are the problems faced by plants and animals living in very dry habitats such as deserts.

Q: If you could save either the rainforests or the coral reefs, which would you choose?

A: I’d expect students to be able to use their general knowledge plus their common sense to come up with an answer – no detailed knowledge is required. Students might then be asked about the importance of natural features, such as biodiversity and rare species, and human interests, such as the fuel and food, ecotourism and medicines we get from rainforests or reefs. Finally there are impacts to consider from climate change, soil erosion, pollution, logging, biofuel replacement, overfishing, etc. The final answer doesn't matter – both reefs and rainforests must be managed sustainably to balance conservation and human needs.

Interviewer: Owen Lewis, Brasenose College

Why do lions have manes?

Some of the best interview questions do not have a “right” or a “wrong” answer, and can potentially lead off in all sorts of different directions. Applicants might have picked up ideas about the function of a lion's mane from independent reading or from watching natural history documentaries. That's fine – but I'd follow up their response by asking how they would test their theory. When I've used this question in interviews I've had all sorts of innovative suggestions, including experiments where lions have their manes shaved to investigate whether this influences their chances with the opposite sex or helps them win fights over territory.

Ladybirds are red. So are strawberries. Why?

Many Biological Sciences tutors use plant or animal specimens – often alive -  as a starting point for questions and discussion, so applicants shouldn't be surprised if they are asked to inspect and discuss an insect or a fruit. Red can signal either “don't eat me” or “eat me” to consumers. I'm interested in seeing how applicants attempt to resolve this apparent paradox.

Would it matter if tigers became extinct?

This question is not about hoping students will display their expert knowledge of tigers. Most applicants would instinctively answer “Yes...”, but it is the “because....” that interests me, and can help to distinguish critical thinkers. I might follow up this question by asking if it would matter if less glamorous creatures – like fungi – went extinct.

Interviewer: Jan Schnupp, St Peter’s College

Why do a cat's eyes appear to 'glow' in the dark?

This question builds on commonly-held knowledge and on material covered in Biology at school about visual processes. The question assesses criteria such as scientific curiosity (has the applicant ever wondered this themselves? Have they formulated any theories?) and scientific reasoning, based on information provided by the interviewer as the minterview progresses. After establishing that the applicant understands that light is detected by photoreceptors in the eye (and exploring and explaining this concept if it is a new one), the discussion would consider how the glow might be advantageous to the cat, seeing whether the applicant can appreciate that it may help the animal to see in the dark. Possible explanations for the glow would be discussed with an expectation that applicants might recognise that the light could be generated within the eye or alternatively that light entering the eye is in some way reflected back out. Having established the second possibility as more being more plausible, the interviewer would probe to see whether the candidate recognises the significance of giving photoreceptors two chances to capture light as rays pass into and then out of the eye and why at night this might enhance vision.

Interviewer: Brian Harrington,  Keble College

How do pirates divide their treasure?

A group of 7 pirates has 100 gold coins. They have to decide amongst themselves how to divide the treasure, but must abide by pirate rules:

• The most senior pirate proposes the division.
• All of the pirates (including the most senior) vote on the division. If half or more vote for the division, it stands. If less than half vote for it, they throw the most senior pirate overboard and start again.
• The pirates are perfectly logical, and entirely ruthless (only caring about maximizing their own share of the gold).

So, what division should the most senior pirate suggest to the other six?

This is a standard logic problem and is a good example of the type of question that could be asked. I like to see how students can take directions, and if they can break problems into smaller subsets, and work through a complex concept applying a solution in an algorithmic way.  If students have any questions, I want them to ask – not to sit in silence feeling stuck!

See the solution to this problem. There is a wide range of other example interview questions on the Computer Science website.

Interviewer: Byron Byrne, Department of Engineering Science

How would you design a gravity dam for holding back water?

This is a great question because the candidate first has to determine the forces acting on the dam before considering the stability of the wall under the action of those forces. Candidates will probably recognise that the water could push the dam over. The candidate would then be expected to construct simple mathematical expressions that predict when this would occur. Some may also discuss failure by sliding, issues of structural design, the effects of water seeping under the dam, and so on. The candidate will not have covered all the material at school so guidance is provided to assess how quickly new ideas are absorbed. The question also probes the candidate’s ability to apply physics and maths to new situations and can test interest in and enthusiasm for the engineered world.

Interviewer: Lynn Robson, Regent’s Park College

Why do you think an English student might be interested in the fact that Coronation Street has been running for 50 years?

First and foremost this brings popular culture into the mix and also shows that techniques of literary analysis can be applied to other media. It could also open up discussion about things such as techniques of storytelling; mixing humorous and serious storylines/ characters; how a writer might keep viewers or readers engaged; collaborative writing; the use of serialisation, and how writers/texts might move from being perceived as 'popular' (like Dickens, say) to be 'canonical'.

Interviewer: Lucinda Rumsey, Mansfield College

Why might it be useful for an English student to read the Twilight series?

There's several reasons I might ask this one. It's useful in an interview to find some texts the candidate has read recently and the Twilight books are easily accessible and popular. Also, candidates tend to concentrate on texts they have been taught in school or college and I want to get them to talk about whatever they have read independently, so I can see how they think rather than what they have been taught. A good English student engages in literary analysis of every book they read. The question has led to some interesting discussions about narrative voice, genre, and audience in the past.

Interviewer: Lorraine Wild, St Hilda’s College

If I were to visit the area where you live, what would I be interested in?

The question gives candidates an opportunity to apply concepts from their A level geography course to their home area. They might discuss urban planning and regeneration, ethnic segregation and migration, or issues of environmental management. The question probes whether they are able to apply ‘geographical thinking’ to the everyday landscapes around them. It reveals the extent to which they have a curiosity about the world around them. By asking specifically about their home area the question eliminates any advantage gained by those who are more widely travelled and have more experience of a variety of geographical contexts.

Interviewer: Ian Forrest, Oriel College

Is violence always political?  Does 'political' mean something different in different contexts?

This pair of questions allows the interviewer to deal with historical material from any period the candidate is studying or knows about from more general reading.  It could also be answered extremely well from contemporary, current affairs, knowledge.  The aim of the question is to get the candidate to challenge some received notions about what constitutes politics, and to think about how political history might be studied away from the usual kings, parliaments etc.  A good candidate would, with assistance, begin to construct categories of when violence looks more and less political.  A very good candidate would, with assistance, begin to construct a useful definition of “political”, but this is challenging.  The main aim would not be to solve these problems, but to use them to find some new interest in a subject that the candidate already knows something about.

Interviewer: Ben McFarlane, Faculty of Law

What does it mean for someone to ‘take’ another's car?

There is no right answer to this question. For example, can you take a car without driving it, or even without moving it? Our focus is on the candidate’s reasoning – how he or she formulates an initial definition, and how he or she then applies and refines that initial definition in response to hypothetical examples provided by the interviewers. One example might be: I am walking along the street when it starts to rain. I open the door of an unlocked car and sit there for 15 minutes until the rain passes. Have I ‘taken’ the car? The aim of the interview is to give the candidate a chance to show his or her application, reasoning ability, and communication skills.

Interviewer:  Liora Lazarus, St Anne’s College

If the punishment for parking on double yellow lines were death, and therefore nobody did it, would that be a just and effective law?

Candidates are not meant to give a right or wrong answer to this question.  They need to demonstrate that they have recognised the various issues that arise.  The candidate who distinguishes between “just” and “effective” does best.  The issues are different once that distinction is made.  A just law might not be effective, or vice versa.  The issues of how proportionate the punishment is to the crime refer to the justness of the law.  The answer to its effectiveness is already in the question: “and therefore nobody did it.”

Interviewer: Steve Roberts, St Edmund Hall

How hot does the air have to be in a hot air balloon if I wanted to use it to lift an elephant?

When I actually used this question in interviews, no-one actually got as far as an actual “X degrees C” answer, in the ten minutes or so we allowed for it, nor did we expect them to. We use this sort of question to try to find how applicants think about problems, and how they might operate within a tutorial. We make this clear to interviewees before even giving them questions of this type. Things we are looking for include how readily they can see into the core of a problem (what’s the essential physics in this? – what concepts and equations might be useful?); how they respond to hints and suggestions from us (can they take a hint or two and run with it, to do they have to be dragged through every step?); their approach to basic concepts (how does a hot-air balloon work, anyway? What else operates like one?); estimates (typical size of balloon, weight of elephant) and sorting out what’s important (what about the weight of the balloon itself?); and how they use “rough maths” to get a quick idea of the likely sort of answer, using sensible  approximations in working through formulae, and keeping track of units.

Interviewer: Robert Wilkins, Department of Physiology, Anatomy and Genetics

Why does your heart rate increase when you exercise?

The simple answer, which all students can provide, is because you need to deliver more oxygen and nutrients to muscles and remove metabolic products. But follow-up questions would probe whether the student appreciates that there must be a way for the body to know it needs to raise the heart rate, and possible ways for achieving this. Answers might include sensing lowered oxygen or raised carbon dioxide levels. In fact, gas levels might not change much, so students are further asked to propose other signals and ways in which those possibilities could be tested. This probes selection criteria such as problem-solving and critical thinking, intellectual curiosity, enthusiasm and curiosity, and the ability to listen.

Interviewer: Helen Swift, St Hilda's College

What is language?

Although I would never launch this question at a candidate on its own, it might grow out of a discussion. Students sometimes say they like studying Spanish, for example, because they 'love the language'. In order to get a student thinking critically and analytically, the question would get them to consider what constitutes the language they enjoy – is it defined by particular features or by function (what it does)? How does form relate to meaning? And so on.

Interviewer: Stephen Goddard, St Catherine’s College

In a world where English is a global language, why learn French?

I might use this question early in an interview in order to set the candidate thinking, and to elicit some idea of their motivation before moving on to more specific questions. Given the nature of the Modern Languages course, I would be interested in responses about the French language as a 'window' into French culture/literature/history, knowledge of which is valuable in itself/essential to understanding today's world, etc.; but would also be happy to see candidates investigate some of the assumptions underlying the question: _Is_ English a global language? What about Mandarin Chinese, Spanish, etc.? Can we not in fact still consider French a global language? And so on.

Interviewer: Dan Grimley, Merton College

If you could invent a new musical instrument, what kind of sound would it make?

This question is really very open-ended, and I'm interested in answers which demonstrate a critical imagination at work--what kinds of sounds do instruments/voices make now, and how might these be imaginatively extended/developed? Are there new ways of producing sound (digital media) which have transformed the way we listen or understand sound? Is the idea of an 'instrument' somehow outdated these ways, and can we imagine more symbiotic/hybrid ways of generating/experiencing musical sound? It's by no means limited to classical music – I'd welcome answers which deal with musical styles and tastes of all kinds (and which are produced/consumed in all places).

Interviewer: Dave Leal, Brasenose College

What is 'normal' for humans?

We're keen to point out to potential psychology applicants that primarily psychology is the study of normal human beings and behaviour; in part this is because of a suspicion that potential undergraduates are attracted to  psychology to help them study forms of human life they find strange (neuroses, psychoses, parents). There were various ways that this question might be approached, but some approach that distinguished the normal from the statistical average was a good start. Issues such as whether normality is to be judged by 'biological' factors that might be held to be common to humans, or whether it's normal within a particular culture or at a particular period of history, might also be worth addressing. We are mainly looking for a line of thinking which could be developed and challenged.  Once candidates show a defensible position regarding what might serve as the basis of normality we extend the discussion to (for example) the relation between abnormality and eccentricity.

Interviewer: David Popplewell, Brasenose College

Why do human beings have two eyes?

This question may result from a more general discussion about the human senses.  It can develop in a number of different directions, partly depending upon the knowledge and expertise of the interviewee.  For example, two eyes are important for three dimensional (3D) vision.  Why is that we can still see in 3D when only looking through one eye?  What determines the optimum position and distance between the two eyes?  Why is it that we see a stable view of the world even though we are constantly moving our head?  How can an understanding of mathematics, physics and biology help us explain 3D vision?   The discussion may develop in to a consideration of the different senses and the role they play in us interacting in our environment, including interacting with other people, and the nature of perceptual experience.

Interviewer: Andrew Teal, Pembroke College

Is someone who risks their own life (and those of others) in extreme sports or endurance activities a hero or a fool?

Theology doesn’t require A-level Religious Studies, so we always want to find issues that enable us to see how a student is able to handle and unpick a question, relating the particular to more general concepts. The question appeared to work well because there really isn’t a single answer – it’s open not least because we could state the opposite case and observe how flexible, reasoned and committed each student was. The question is properly approached from many perspectives and opens up many topics – is there something distinctively human about going beyond boundaries? Is this impulse selfish, or does it contribute to the whole of humanity’s attainment? Is the heroism of those who respond to the need of the sportsperson more heroic still? What debts do individuals owe to society, and society owe to individuals? What is a hero, and is that category in opposition to folly? What we found with this question is that it did manage to open what is a stressful occasion into a real discussion, and we want to offer places to gifted candidates who are willing to think out loud with us in tutorials, and in a college community, whilst they are still explorers into truths.

We have not yet published sample questions for all subjects, but please have a look at the questions on this page for an idea of the sort of interview question you may face.