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Question 1 of 100

Time: 01:00

Total time: 60:00

Script:

Listen to part of a discussion in a philosophy class. The class is studying Plato.

M1: Plato believed the only true reality consists of ideas. Thus, we often refer to his philosophy as “idealism." He didn’t think people could create ideas; rather, we discovered them. For instance, the mathematical concept of two plus two equals four—this is an idea that’s always existed. It’s always been true that two plus two equals four—even before people discovered it. Plato’s ideas were—and still are—valuable because they’ve stimulated a great deal of thinking about the meaning and purpose of humanity, society, and education. The ideas of Plato survive in our thinking today, and survive in our educational system. Another important principle—yes?

W: Excuse me. Dr. MacDonald, but could you ... like ... uh ... say more about how Plato’s ideas are in education today?

M1: Sure. Plato believed the state should take an active role in education—most governments today agree— and the state should create a curriculum that leads students from thinking about concrete information toward thinking about abstract ideas. Higher-level thinking would develop the individual student’s character, and thus ultimately benefit the larger society. Plato believed our most important goal was the search for truth. The idealists of today generally agree that a major focus of education should be on the search for knowledge, but some feel it’s not truth per se that’s important as much as the search for truth. Idealists favor learning that’s holistic over learning that′s specialized. For instance, idealists consider subjects like chemistry and physics useful, but they’re of real value only when they help us to see the whole picture of our universe. Idealists aren’t concerned with turning out graduates with specific technical skills as much as giving students a broad understanding of the world they live in.

W: But isn’t that kind of impractical? I mean, most of us go to college because we want knowledge about certain subjects, not the whole universe.

M1: Idealists believe that education should teach students to think—not what to think, but how to think. Thinking is the skill that develops character. If you develop the ability to think, you—and all of humanity—will become more noble and rational.

M2: The philosophy of idealism seems kind of conservative.

M1: Idealism is often criticized as being a conservative philosophy because so much of its emphasis is on character development and preserving traditions. Idealists care about ultimate truths, so their notion of education is largely a matter of passing on knowledge.

M2: But what s the ultimate truth? Who gets to decide what’s true?

MI: Who gets to decide what’s true? Excellent question ... and it’s questions like this that have led to a weakening of idealism today. Developments in science and technology have changed what we’ve thought of as true. Our contemporary emphasis on relevance, usefulness, and innovation—as opposed to lasting values—all of these trends have cut idealism down to size.

W: I think all the concern with character development is kind of old-fashioned. Doesn’t that make people ... uh ... doesn’t it just lead to conformity?

M1: Good point. Critics of idealism would agree with you that "character development” comes at the expense of creativity, and that too much emphasis on traditional values can be harmful—if it makes students stop questioning what they’re being taught.

1. What aspect of Plato′s philosophy does the professor mainly discuss?

Plato's rules for good government

Plato's teachings about culture

Plato's views on education

Plato's effect on other philosophies

2. Why does the professor mention the mathematical concept of 2 + 2 = 4?

To compare philosophy and mathematics

To discover which students like mathematics

To give an example of a lasting truth

To show the simplicity of Plato's philosophy

3. What do idealists believe about higher-level thinking? Click on TWO answers.

It develops a person's character.

It makes all people equal.

It gives teachers too much power.

It benefits the whole society.

4. Listen again to part of the discussion. Then answer the question. What is the woman′s attitude toward the idealist view of education?

She considers it the most liberal system of education.

She disagrees with its emphasis on truth.

She thinks it does not give students useful knowledge.

She finds it complex and difficult to understand.

5. Listen again to part of the discussion. Then answer the question. What does the professor mean when he says this?

Idealism has diminished in influence.

Idealism changes how people think.

Idealism has been criticized unfairly.

Idealism remains the only true philosophy.

6. According to the professor, what do critics say about idealism?

It gives students immoral ideas about learning.

It is overly concerned with economic development.

It discourages student creativity and questioning.

Its focus on abstract thinking is unfair to many students.

Script:

An epidemiologist has been invited to speak to students in a public health class. Listen to part of the talk.

Epidemiology is the field of medicine that deals with epidemics outbreaks of disease that affect large numbers of people. As an epidemiologist, I look at factors involved in the distribution and frequency of disease in human populations.

For example, what is it about what we do or what we eat, or what our environment is, that leads one group of people to be more likely—or less likely—to develop a disease than another group of people? It′s these factors that we try to identify.

We use statistical analyses, field investigations, and a range of laboratory techniques. We try to determine the cause and distribution of a disease. We also look at how quickly the disease spreads—and by what method—so we can implement measures to control and prevent the disease. Some epidemiologists concentrate on communicable diseases, like tuberculosis and AIDS. Others focus on the growing epidemics in cancer, diabetes, and heart disease.

We gather data in a variety of ways. One way is through what we call descriptive epidemiology, or looking at the trends of diseases over time, as well as ... uh ... trends of diseases in one population relative to another. Statistics are important in descriptive epidemiology, because numbers are a useful way to simplify information.

A second approach is observational epidemiology, where we observe what people do. We take a group of people who have a disease and a group of people who don′t have a disease. We look at their patterns of eating or drinking and their medical history. We also take a group of people who’ve been exposed to something—for example, smoking—and a group of people who haven′t, and then observe them over time to see whether they develop a disease or not. In observational epidemiology, we don’t interfere in the process. We just observe it.

A third approach is experimental epidemiology, sometimes called an intervention study. Experimental research is the best way to establish cause-and-effect relationships between variables. A typical experiment studies two groups of subjects. One group receives a treatment, and the other group—the control group—does not. Thus, the effectiveness of the treatment can be determined. Experimental research is the only type of research that directly attempts to influence a particular variable—called the treatment variable—as a way to test a hypothesis about cause and effect. Some examples of treatments that can be varied include the amount of iron or potassium in the diet, the amount or type of exercise one engages in per week, and the minutes of sunlight one is exposed to per day.

The Health Research Institute, of which I am the director, is mostly involved in experimental studies—I say mostly because we study treatment and non-treatment groups and then compare the outcomes. However, we do collect and study various types of data in any given year. From these different approaches —descriptive, observational, and experimental we can judge whether a particular factor causes or prevents the disease that we’re looking at.

7. What is the talk mainly about?

Epidemics around the world

How epidemiologists gather data

Experimental studies of diseases.

Why diseases change over time

8. What factors do epidemiologists study? Click on TWO answers.

What causes outbreaks of a disease

Stages in the treatment of a disease

How diseases spread through populations

Different names for the same disease

9. Based on the information in the talk, choose TWO answers that describe experimental epidemiology.

Statistics are used to describe the trend of a disease over time.

A treatment group is compared with a non-treatment group.

Researchers examine the eating habits of sick and well people.

Researchers intervene to test a hypothesis about cause and effect.

10. Based on the information in the talk, choose the answer that describes descriptive epidemiology.

Researchers intervene to test a hypothesis about cause and effect.

Statistics are used to describe the trend of a disease over time.

A treatment group is compared with a non-treatment group.

Researchers examine the eating habits of sick and well people.

11. Why do epidemiologists often study two groups of people?

To explain why some people take better care of themselves

To understand cultural differences in approaches to disease.

To compare different people's attitudes toward work

To learn why some people get a disease and others do not

12. Listen again to part of the talk. Then answer the question. Why does the speaker talk about her own work?

To show how one organization uses various approaches to epidemiology

To describe her organization's efforts to discover a cure for AIDS

To encourage students to work at her organization after they graduate.

To inform the students that she prefers doing research to giving lectures

Script:

Listen to part of a lecture in a geology class.

Mount St. Helens is in the Cascade Range, a chain of volcanoes running from southern Canada to northern California. Most of the peaks are dormant what I mean is, they’re sleeping now. but are potentially active. Mount St. Helens has a long history of volcanic activity, so the eruptions of 1980 weren′t a surprise to geologists. The geologists who were familiar with the mountain had predicted she would erupt.

The eruption cycle had sort of a harmless beginning. In March of 1980, seismologists picked up signs of earthquake activity below the mountain. And during the next week, the earthquakes increased rapidly, causing several avalanches. These tremors and quakes were signs that large amounts of magma were moving deep within the mountain. Then, suddenly one day there was a loud boom, a small crater opened on the summit. St. Helens was waking up.

The vibrations and tremors continued. All during April, there were occasional eruptions of steam and ash. This attracted tourists and hikers to come and watch the show. It also attracted seismologists, geologists, and—of course -the news media.

By early May. the north side of the mountain had swelled out into a huge and growing bulge. The steam and ash eruptions became even more frequent. Scientists could see that the top of the volcano was sort of coming apart. Then there were a few days of quiet, but it didn’t last long. It was the quiet before the storm.

On the morning of May 18—a Sunday at around eight o’clock, a large earthquake broke loose the bulge that had developed on the north face of the mountain. The earthquake triggered a massive landslide that carried away huge quantities of rock. Much of the north face sort of swept down the mountain.

The landslide released a tremendous sideways blast.

Super heated water in the magma chamber exploded, and a jet of steam and gas blew out of the mountain’s side with tremendous force. Then came the magma, sending up a cloud of super-heated ash. In only 25 seconds, the north side of the mountain was blown away. Then, the top of the mountain went too. pouring out more ash, steam, and magma. The ash cloud went up over 60.000 feet in the air. blocking the sunlight.

Altogether, the eruptions blew away three cubic kilometers of the mountain and devastated more than 500 kilometers of land. The energy of the blast was equivalent to a hydrogen bomb of about 25 megatons. It leveled all trees directly to the northeast and blew all the water out of some lakes. The blast killed the mountain′s goats, millions of fish and birds, thousands of deer and elk and around sixty people. The ash cloud drifted around the world, disrupting global weather patterns.

For over twenty years now. Mount St. Helens has been dormant. However, geologists who’ve studied the mountain believe she won’t stay asleep forever. The Cascade Range is volcanically active. Future eruptions are certain and— unfortunately we can’t prevent them.

13. According to the professor, how did the cycle of volcanic eruptions begin?

Several earthquakes and avalanches occurred.

Magma poured out of the top of the mountain.

The volcano erupted suddenly without warning.

A cloud of ash traveled around the world.

14. Why does the professor say this?

To criticize the media for interfering with the scientists

To explain why the events were a surprise to geologists

To tell of his own experience of watching the mountain

To show that the eruptions interested a lot of people

15. Listen again to part of the lecture. Then answer the question. What does the professor mean when he says this?

The small eruptions paused briefly just before the major eruption.

It had been a long time since the previous eruption of St. Helens.

The public suddenly lost interest in watching the eruptions.

Scientists took a few days off before continuing their work.

16. What can be concluded about Mount St. Helens?

It is no longer of interest to geologists.

It is the largest volcano in the world.

It is a harmless inactive volcano.

It is likely to erupt in the future.

17. What were some effects of the eruption? Click on TWO answers.

Tourists were afraid to visit the Cascade Range.

Geologists were criticized for failing to predict it.

Large numbers of animals and people were killed.

The ash cloud affected weather around the world.

18. The professor explains what happened when Mount St. Helens erupted. Choose THREE sentences were part of the event.

Ash and steam rose from the mountain.

The mountain's side and top exploded.

An earthquake caused a huge landslide.

The mountain gained sixty feet in height.

Script:

Listen to a conversation between a student and an advisor.

Advisor: Thanks for coming in, Beth.

Student: You wanted to see me? Is there some sort of problem?

Advisor: Well, not exactly a problem, but there is something we need to discuss. I asked you to come here because I want to talk with you about your schedule. I mean about the courses you’ve already taken and the courses you′ve signed up to take next year.

Student: Is there something wrong?

Advisor: It’s not exactly wrong, but it’s something we need to deal with. Let me lay it out for you . . . here it is. . . . You’ve declared that your major is sociology?

Student: Yes, that’s right.

Advisor: But you haven’t been taking too many sociology courses.

Student: No, I guess I haven’t.

Advisor: There are some required courses for a sociology major that you should’ve taken but you haven’t. If you want to graduate on time with a degree in sociology, then you’re behind . . . you haven’t taken some courses that you should’ve taken by now.

Student: I guess I understand that, I mean, I know I haven′t taken some courses I need for a sociology major, but let me tell you what I’ve done and why. When the new schedule of classes comes out each semester, I like to sign up for courses that seem interesting to me ... so I take a whole bunch of really interesting classes, and I don’t seem to sign up for the required classes, particularly the ones I need for a sociology major.

Advisor: Well, if you aren′t really interested in the courses that’re required for sociology, maybe you’re not in the right major.

Student: I think I was coming to that conclusion . . . each time the class schedule comes out, the courses that’re offered in sociology don’t seem very interesting to me.

Advisor: Is there some other major that interests you? Have you thought about that?

Student: Well, you can see from the list of courses I’ve already taken that I’m not very interested in a single subject. I seem to enjoy courses in a bunch of different areas.

Advisor: Well, then, I have something to suggest to you. There’s a major in General Studies at this university. To get a degree in General Studies, you need to take courses from four different departments, so you need to take a wide variety of courses.

Student: That sounds like it might be the best thing for me.

Advisor: Let me give you some information about the General Studies degree, and you can look it over and see what you think.

Student: I′ll do that....

Advisor: And then come back to see me after you’ve made a decision about it.

Student: I′ll do that, too!

19. Listen again to part of the passage. Then answer the question. What does the advisor mean when he says this?

“I'm telling you the truth.”

“It's no big deal.”

“I'm going to say it directly.”

“i need to put it down.”

20. What problem does the student have?

She has not taken some courses she needs for her major.

She has not yet declared a major field of study.

She has taken too many courses in her major.

She does not know what the required courses for her major are.

21. What is stated about the courses the student has taken?

She has taken only courses in her major.

She has taken a wide variety of courses.

She has taken only required courses.

She has taken only courses she finds interesting.

22. Which sentence best describes what the advisor seems to think?

“I'm extremely impressed with what you've been doing; keep doing it!”

“This is really terrible; you'll never be able to graduate.”

“You seem to have a bit of a problem; let's look for a solution.”

“I'm really not sure what you've been doing; why don't you tell me?”

23. What does the advisor suggest?

Changing the way that she chooses courses

Taking the required courses for her major as soon as possible

Changing to a major with broader requirements

Moving into different classes now

Script:

Listen to a conversation between a student and a worker in a university office.

Office worker: Yes, how can I help you?

Student: I’m not sure if I’m in the right place . . . I’m looking for an application for the Academic Scholarship program. Is that something I can pick up here?

Office worker: Yes, you’re in the right place. Applications for the Academic Scholarship program are right here. Let me get one for you. . . . Here you are.

Student: Thanks very much. ... By the way, is there anything I need to know to complete the application, or is the application self-explanatory?

Office worker: It’s fairly self-explanatory, but let me go over a few things with you, just to be sure. .. . OK, the first really important thing is the date. The application’s due by March 1, by the end of the business day on March 1.

Student: That′s really soon . . .

Office worker: It is, and the date is absolute. No applications will be accepted after the first.

Student: I’ll have to hurry to get it done.

Office worker: You will.

Student: Anything else?

Office worker: Uh, yes . . . make sure you fill the application out completely. Every single question must be answered. If you omit any questions, your application won′t be considered.

Student: But some of these questions don′t seem to pertain to me.

Office worker: Like what, for example?

Student: Well, look, question number 20 asks about my high school ranking.

Office worker: Why doesn’t that pertain to you?

Student: Well, the high school I attended didn’t give rankings. I didn′t go to high school here in the United States, and my high school didn’t give out rankings.

Office worker: Well, for that question, just give the explanation you gave me. Just be sure not to omit any questions; if you think a question doesn′t pertain to you, then write an explanation why.

Student: OK, I can do that. . . . Anything else you can tell me?

Office worker: Well, there’re the essays. . . . You know you have to write two essays to accompany the application?

Student: Oh, my. That’s a lot of work. I assume the essay questions are included somewhere in the application?

Office worker: Yes, on page seven of the application. .. . Do you see them . . . at the bottom of the page?

Student: Yes, I see them . . . there are four questions there. ... I thought you said I needed to write two essays . . . oh . . . I see. It says to choose two of the four essay questions to answer. . . . Now, is that all I need to do? That must be all. . . .

Office worker: Well, not quite.

Student: Oh, no! What else?

Office worker: There are the letters of reference.

Student: Letters of reference? Are these letters that I write?

Office worker: (laughs) Oh, no . . . you don′t write the letters of reference yourself. You need to get three people to write letters of reference for you.

Student: Do the letters of reference need to be written by professors, or can they be written by other people?

Office worker: Two of the three letters need to be written by professors . . . you’re applying for an academic scholarship, after all.

Student: So I need two letters of reference from professors and one from someone else?

Office worker: Yes.

Student: Can the third letter of reference be written by a friend, by a student?

Office worker: No, the third letter can’t be written by a student.

Student: How about by my advisor? Would that be OK?

Office worker: That would be great.

Student: And do I need all of this by March 1st, even the letters of reference?

Office worker: All of it, if you want to be considered for the Academic Scholarship program.

24. Why does the student go to see this office worker?

To find out how to apply for a particular program

To ask for a letter of reference

To turn in an application for a scholarship

To ask for an application for university admission

25. Which items are emphasized by the office worker?

The date the completed application is due

The information to be included in the reference letters

The need to answer all questions

The length of the essays

26. Which items are NOT emphasized by the office worker?

The date the completed application is due

The need to answer all questions

The length of the essays

The information to be included in the reference letters

27. Why does the student ask about the question on high school ranking?

He thinks the question should be answered by someone else.

It seems like a question that would take too much time to answer.

He thinks that his high school ranking might be too low.

It is an example of a question he finds difficult to answer.

28. What does the advisor say about the essays?

The student needs to answer all four essay questions on page seven.

The student needs to answer two of the four essay questions on page seven.

The student needs to answer the two essay questions on page four.

The student needs to answer the four essay questions on page two.

29. What does the advisor say about the letters of reference?

Two must be written by professors.

Only one can be written by a professor.

The student needs three of them.

The student needs two of them.

Script:

Listen to part of a discussion in an ecology class. The class is studying the hydrologic cycle.

W1: Water is essential for life, and in parts of the world, it’s a precious commodity. Water continuously circulates from the ocean to the atmosphere, to the land, and back to the ocean, providing us with a renewable supply of purified water. This complex cycle—known as the hydrologic cycle—balances the amount of water in the ocean, in the atmosphere, and on the land. We get our understanding of how the cycle operates from research in climatology and hydrology. So ... who can tell me what climatology is?

M: It’s the study of climate ... and ... uh ... the causes and effects of different climates.

W1: That right. And what is hydrology? Sarah?

W2: Well, "hydro” means "water", so it’s something to do with water... like the study of water.

W1: Yes, the prefix “hydro” does refer to water. The hydrologic cycle is the water cycle. And hydrology is the study of the water—-the distribution and effect of the water—on the earth’s surface and in the soil and layers of rock. Think of climatology as the atmospheric phase, and hydrology as the land phase of the water cycle. Climatologists study the role of solar energy in the cycle. They’re mainly concerned with the atmospheric phase of the cycle—how solar energy drives the cycle through the ... uh ... processes of evaporation, atmospheric circulation, and precipitation. Water is continuously absorbed into the atmosphere as vapor—evaporation—and returned to the earth as rain, hail, or snow—precipitation. The amount of water evaporating from oceans exceeds precipitation over oceans, and the excess water vapor is moved by wind to the land.

The land phase of the cycle is the concern of hydrologists. Hydrologists study the vast quantities of water in the land phase of the cycle, how water moves over and through the land, and how it′s stored on or within the earth. Over land surfaces—of the precipitation that falls over land, small amounts evaporate while still in the air and ... uh ... reenter the atmosphere directly. The rest of it reaches the surface of the land. The water that falls to earth is stored on the surface in lakes, or it penetrates the surface, or it runs off over the surface and flows in rivers to the ocean. Some of the water is stored temporarily in the upper soil layers and used later by trees and plants. When it rains—yes?

M: I was ... um ... I wondered if that makes trees and plants part of the hydrologic cycle. I mean, they take in water, and the water moves through them, and then later on ... um ... the water evaporates from their leaves.

W1l: I’m glad you mentioned that, Justin. Plants do play an important role in the land phase of the cycle and arc therefore part of the cycle. Trees and plants circulate and store water—they draw it up through their roots and return it to the atmosphere through their leaves during evapotranspiration.

When it rains, if the soil is already saturated, water will seep downward through the upper soil layers, and possibly reach the water table. When it reaches the water table, it passes into groundwater storage. Most of the groundwater later returns to the surface, cither as springs or as stream flow, supplying water to plants.

Eventually, all of the water falling on land makes its way back to the ocean. The movement of water from land to the ocean is called runoff. Runoff and groundwater together balance the amount of water that moves from the ocean to the land.

Every molecule of water in the natural system eventually circulates through the hydrologic cycle. Tremendous quantities of water are cycled annually. And, as Justin pointed out, living organisms - plants and animals as well—are also part of the cycle, since water is a large part of the mass of most organisms. Living organisms store and use water, since water is the ... uh ... solvent for most biological reactions.

30. What is the hydrologic cycle?

The movement of water through the earth and atmosphere

the changes in the amount of rain throughout the year

the economic issues concerning water

the absorption of water vapor into the atmosphere

31. What do hydrologists mainly study?

Water movement and storage on land

Biological reactions that use water

the role of solar energy in the cycle

Atmospheric circulation of water

32. What happens to water that falls to the earth as precipitation? Click on TWO answers.

It is stored in lakes or underground.

It raises the temperature of the soil.

It evaporates before reaching the ground.

It eventually flows back to the ocean.

33. Why does the professor say this?

to compare the amount of runoff with that of groundwater

to explain how runoff eventually becomes groundwater

To describe the importance of runoff and groundwater

to show similarities between runoff and groundwater

34. What can be inferred about plants in the hydrologic cycle?

Plants recycle more water than animals do.

Plants remove excess water from the cycle.

Plants perform the function of water storage.

Water moves quickly through plants.

II.

FACTORS THAT INFLUENCE TIDES

Tides are a natural phenomenon involving the alternating rise and fall in the earth’s large bodies of water caused by the gravitational pull of the moon and the sun. The combination of these two variable forces produces the complex recurrent cycle of the tides. Tides may occur in both oceans and seas, to a limited extent in large lakes, the atmosphere, and, to a very minute degree, in the earth itself.

The force that generates tides results from the interaction of two forces: the centrifugal force produced by the revolution of the earth around the center-of-gravity of the earth - moon system; and the gravitational attraction of the moon acting upon the earth’s waters. Although the moon is only 238,852 miles from the earth, compared with the sun’s much greater distance of 92,956,000 miles, the moon’s closer distance outranks its much smaller mass, and thus the moon’s tide-raising force is more than twice that of the sun.

The tide-generating forces of the moon and sun ‘cause a maximum accumulation of the waters of the oceans at two opposite positions on the earth’s surface. At the same time, compensating amounts of water are drawn from all points 90 degrees away from these tidal bulges. As the earth rotates, a sequence of two high tides and two low tides is produced each day. Successive high tides occur on an average of 12.4 hours apart. High tide at any given location occurs when the moon is overhead and low tide when it is at either horizon.

The highest and lowest levels of high tide, called spring tide and neap tide, each occur twice in every lunar month of about 27.5 days. A spring tide occurs at the new moon and at the full moon, when the moon and earth are lined up with the sun, and thus the moon’s pull is reinforced by the sun’s pull. At spring tide, the difference between high and low tides is the greatest. A neap tide, the lowest level of high tide, occurs when the sun-to- earth direction is at right angles to the moon-to-earth direction. When this happens, the gravitational forces of the moon and sun counteract each other: thus, the moon’s pull is at minimum strength, and the difference between high and low tides is the least. Spring and neap tides at any given location have a range of about 20 percent more or less, respectively, than the average high tide.

The vertical range of tides—the difference between high and low—varies according to the size, surface shape, and bottom topography of the basin in which tidal movement occurs. In the open water of the central Pacific, the range is no more than about a foot; in the relatively small, shallow North Sea, it is about 12 feet. Along the narrow channel of the Bay of Fundy in Nova Scotia, the difference between high and low tides may reach 45 feet under spring tide conditions—the world’s widest tidal range. At New Orleans, which is at the mouth of the Mississippi River, the periodic rise and fall of the tides varies with the river’s stage, being about ten inches at low stage and zero at high. In every case, actual high or low tide can vary considerably from the average.

Several factors affect tidal ranges, including abrupt changes in atmospheric pressure or prolonged periods of extreme high or low pressure. (1) They are also influenced by the density and volume of seawater, variations in ocean-current velocities, earthquakes, and the growing or shrinking of the world’s glaciers. (2) In fact, any of these factors alone can alter sea level. (3) The greater and more rapid the change of water level, the greater the erosive effect of the tidal action, and thus in the amount of material transported and deposited on the shore. (4)

35. The word “recurrent” in paragraph 1 is closest in meaning to

repeating

interrupted

mysterious

simultaneous

Explain:

36. According to the passage, the force that generates tides on the earth is

a combination of gravity and centrifugal force

abrupt changes in atmospheric pressure

the gravitational pull of the earth's core

the same force that generates tides on the moon

Explain:

37. According to the passage, the moon

is farther from the earth than the sun

has a gravitational pull toward the sun

affects tides more than the sun does

has a greater mass than the sun

Explain:

38. The word “bulges” in paragraph 3 is closest in meaning to

increases

waves

ridges

currents

Explain:

39. What can be inferred from paragraph 3 about tides in different places on the earth?

High tide occurs at every location on the earth at the same time.

Some places have two high tides each day, but others have only one.

The time between high and low tides is the same in different places.

When it is high tide in some places, it is low tide in other places.

Explain:

40. A spring tide occurs at the time of the lunar month when

the moon appears as a crescent or half-circle

the difference between high and low tides is the least

the sun does not exert any gravitational force

the moon's gravitational pull is at its strongest

Explain:

41. The word “counteract” in paragraph 4 is closest in meaning to

signal

oppose

avoid

enhance

Explain:

42. Which sentence below best expresses the essential information in the highlighted sentence in paragraph 4? Incorrect choices change the meaning in important ways or leave out essential information.

There has been a 20 percent change in the number of spring tides and neap tides that occur at certain locations.

Spring tides are 20 percent more, and neap tides 20 percent less, than the average high tide in a particular place.

If the location of a spring tide is known, then a neap tide in the same location will be 20 percent less.

20 percent of both spring tides and neap tides always occur in the same location.

Explain:

43. The author mentions “the Bay of Fundy” in paragraph 5 in order to

show how rivers can affect the rise and fall of tides

explain why a narrow channel is dangerous to ships

give the most extreme example of a tidal range

compare the Bay of Fundy with larger bodies of water

Explain:

44. The word prolonged in paragraph 6 is closest in meaning to

surprising

extended

dangerous.

predicted

Explain:

45. All of the following are mentioned as influences on the vertical range of tides EXCEPT

increasing levels of pollution in the oceans

sudden changes in atmospheric pressure

changes in the size of the world's glaciers

the size and shape of the body of water

Explain:

46. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Storm surges, such as the heaping up of ocean water by hurricane winds, are yet another factor.” could be added to the passage. Where would the sentence best fit?

Number 3

Number 4

Number 2

Number 1

Explain:

47. An introductory sentence for a brief summary of the passage is: “Many factors influence the phenomenon of tides, the alternating rise and fall in the earth′s large bodies of water.” Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage.

The character of the basin and various environmental conditions affect the vertical range of tides.

Tides occur in the earth's atmosphere and also in the earth itself.

The level of high tide varies throughout the lunar month.

Scientists have been studying the moon's influence on tides for several centuries.

The gravitational forces of the moon and the sun together produce the cycle of the tides.

The stage of the Mississippi River determines the level of tides at New Orleans.

Explain:

CLOTHING AND COSTUME

The ancient Greeks and the Chinese believed that we first clothed our bodies for some physical reason, such as protecting ourselves from the elements. Ethnologists and psychologists have invoked psychological reasons: modesty, taboo, magical influence, or the desire to please. Anthropological research indicates that the function of the earliest clothing was to carry objects. Our hunting-gathering ancestors had to travel great distances to obtain food. For the male hunters, carrying was much easier if they were wearing simple belts or animal skins from which they could hang weapons and tools. For the female gatherers, more elaborate carrying devices were necessary. Women had to transport collected food back to the settlement and also had to carry babies, so they required bags or slings.

Another function of early clothing—providing comfort and protection—probably developed at the same time as utility. As human beings multiplied and spread out from the warm lands in which they evolved, they covered their bodies more and more to maintain body warmth. Today, we still dress to maintain warmth and to carry objects in our clothes. And like our hunting-gathering ancestors, most men still carry things on their person, as if they still needed to keep their arms free for hunting, while women tend to have a separate bag for carrying, as if they were still food-gatherers. But these two functions of clothing are only two of many uses to which we put the garments that we wear today.

There is a clear distinction between attire that constitutes “clothing” and attire that is more aptly termed “costume.” We might say that clothing has to do with covering the body, and costume concerns the choice of a particular form of garment for a particular purpose. Clothing depends primarily on such physical conditions as climate, health, and textile, while costume reflects social factors such as personal status, religious beliefs, aesthetics, and the wish to be distinguished from or to emulate others.

Even in early human history, costume fulfilled a function beyond that of simple utility. (1) Costume helped to impose authority or inspire fear. A chieftain’s costume embodied attributes expressing his power, while a warrior’s costume enhanced his physical superiority and suggested he was superhuman. Costume often had a magical significance such as investing humans with the attributes of other creatures through the addition of ornaments to identify the wearer with animals, gods, or heroes. (2) In more recent times, professional or administrative costume is designed to distinguish the wearer and to express personal or delegated authority. (3) Costume communicates the status of the wearer, and with very few exceptions, the aim is to display as high a status as possible. Costume denotes power, and since power is often equated with wealth, costume has come to be an expression of social class and material prosperity. (4)

A uniform is a type of costume that serves the important function of displaying membership in a group: school, sports team, occupation, or armed force. Military uniform denotes rank and is intended not only to express group membership but also to protect the body and to intimidate. A soldier’s uniform says, “I am part of a powerful machine, and when you deal with me, you deal with my whole organization.” Uniforms are immediate beacons of power and authority. If a person needs to display power—a police officer, for example—then the body can be virtually transformed. Height can be exaggerated with protective headgear, thick clothing can make the body look broader and stronger, and boots can enhance the power of the legs. Uniforms also convey low social status; at the bottom of the scale, the uniform of the prisoner denotes membership in the society of convicted criminals.

Religious costume signifies spiritual or superhuman authority and possesses a significance that identifies the wearer with a belief or god. A successful clergy has always displayed impressive vestments of one kind or another that clearly demonstrate the religious leader’s dominant status.

48. According to the passage, psychological reasons for wearing clothing include ................

prevention of illness

the availability of materials

protection from cold weather

the wish to give pleasure

Explain:

49. According to the passage, what aspect of humanity′s hunting-gathering past is reflected in the clothing of today?

People cover their bodies because of modesty.

Men wear pants, but women wear skirts or pants.

Women like clothes that are beautiful and practical.

Most men still carry objects on their person.

Explain:

50. The phrase “these two functions” in paragraph 2 refers to ................

maintaining warmth and carrying objects

displaying power and social status

hunting and gathering food

transporting food and carrying babies

Explain:

51. Which sentence below best expresses the essential information in the highlighted sentence in paragraph 3? Incorrect choices change the meaning in important ways or leave out essential information.

Clothing serves a physical purpose, while costume has a personal, social, or psychological function.

People spend more time in choosing special costumes than they do in selecting everyday clothing.

Both clothing and costume are types of attire, but it is often difficult to distinguish between them.

We like clothing to fit our body well, but different costumes fit differently depending on the purpose.

Explain:

52. The word “ornaments” in paragraph 4 is closest in meaning to ................

feathers

decorations

layers

words

Explain:

53. It can be inferred from paragraph 4 that the author most likely believes which of the following about costume?

We can learn about a society's social structure by studying costume.

Costume is rarely a reliable indicator of a person's material wealth.

Costume used to serve a simple function, but now it is very complex.

The main purpose of costume is to force people to obey their leaders.

Explain:

54. The word “beacons” in paragraph 5 is closest in meaning to ................

inventions

lights

reversals

signals

Explain:

55. Why does the author discuss the police officer′s uniform in paragraph 5?

To describe the aesthetic aspects of costume

To show how costume conveys authority

To identify the wearer with a hero

To suggest that police are superhuman

Explain:

56. All of the following are likely to be indicated by a person′s costume EXCEPT ................

leading a religious ceremony

playing on a football team

having a heart condition

being a prisoner

Explain:

57. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Such power is seen clearly in the judge′s robes and the police officer′s uniform.” could be added to the passage. Where would the sentence best fit?

Number 1

Number 2

Number 3

Number 4

Explain:

58. Choose THREE sentences that describe the clothing

Indicates the dominant status of religions leader

Serves as a symbol that unites all people on the earth

Makes it for people to perform dangerous work

Enabled early humans to carry the objects needed to obtain food

Shows that a person is a member of a particular group

Reflects social factors such as personal status or material prosperity

Provides comfort, warmth, and protection from the weather

Conveys personal, administrative, or superhuman authority

Depends on physical conditions such as climate and health

Explain:

59. Choose FOUR sentences that describe the costume

Serves as a symbol that unites all people on the earth

Provides comfort, warmth, and protection from the weather

Conveys personal, administrative, or superhuman authority

Makes it legal for people to perform dangerous work

Enabled early humans to carry the objects needed to obtain food

Reflects social factors such as personal status or material prosperity

Indicates the dominant status of religions leaders

Depends on physical conditions such as climate and health

Shows that a person is a member of a particular group

Explain:

THE DEVELOPMENT OF REFRIGERATION

Cold storage, or refrigeration, is keeping food at temperatures between 32 and 45 degrees F in order to delay the growth of microorganisms—bacteria, molds, and yeast— that cause food to spoil. Refrigeration produces few changes in food, so meats, fish, eggs, milk, fruits, and vegetables keep their original flavor, color, and nutrition. Before artificial refrigeration was invented, people stored perishable food with ice or snow to lengthen its storage time. Preserving food by keeping it in an ice-filled pit is a 4,000-year-old art. Cold storage areas were built in basements, cellars, or caves, lined with wood or straw, and packed with ice. The ice was transported from mountains, or harvested from local lakes or rivers, and delivered in large blocks to homes and businesses.

Artificial refrigeration is the process of removing heat from a substance, container, or enclosed area, to lower its temperature. The heat is moved from the inside of the container to the outside. A refrigerator uses the evaporation of a volatile liquid, or refrigerant, to absorb heat. In most types of refrigerators, the refrigerant is compressed, pumped through a pipe, and allowed to vaporize. As the liquid turns to vapor, it loses heat and gets colder because the molecules of vapor use energy to leave the liquid. The molecules left behind have less energy and so the liquid becomes colder. Thus, the air inside the refrigerator is chilled.

Scientists and inventors from around the world developed artificial refrigeration during the eighteenth and nineteenth centuries. (1) William Cullen demonstrated artificial refrigeration in Scotland in 1748, when he let ethyl ether boil into a partial vacuum. In 1805, American inventor Oliver Evans designed the first refrigeration machine that used vapor instead of liquid. (2) In 1842, physician John Gorrie used Evans’s design to create an air-cooling apparatus to treat yellow-fever patients in a Florida hospital. (3) Gorrie later left his medical practice and experimented with ice making, and in 1851 he was granted the first U.S. patent for mechanical refrigeration. (4) In the same year, an Australian printer, James Harrison, built an ether refrigerator after noticing that when he cleaned his type with ether it became very cold as the ether evaporated. Five years later, Harrison introduced vapor-compression refrigeration to the brewing and meatpacking industries.

Brewing was the first industry in the United States to use mechanical refrigeration extensively, and in the 1870s, commercial refrigeration was primarily directed at breweries. German-born Adolphus Busch was the first to use artificial refrigeration at his brewery in St. Louis. Before refrigeration, brewers stored their beer in caves, and production was constrained by the amount of available cave space. Brewing was strictly a local business, since beer was highly perishable and shipping it any distance would result in spoilage. Busch solved the storage problem with the commercial vapor-compression refrigerator. He solved he shipping problem with the newly invented refrigerated railcar, which was insulated with ice bunkers in each end. Air came in on the top, passed through the bunkers, and circulated through the car by gravity. In solving Busch’s spoilage and storage problems, refrigeration also revolutionized an entire industry. By 1891, nearly every brewery was equipped with mechanical refrigerating machines.

The refrigerators of today rely on the same basic principle of cooling caused by the rapid evaporation and expansion of gases. Until 1929, refrigerators used toxic gases— ammonia, methyl chloride, and sulfur dioxide—as refrigerants. After those gases accidentally killed several people, chlorofluorocarbons (CFCs) became the standard refrigerant. However, they were found to be harmful to the earth’s ozone layer, so refrigerators now use a refrigerant called HFC 134a, which is less harmful to the ozone.

60. What is the main reason that people developed methods of refrigeration?

They wanted to improve the flavor and nutritional value of food.

They wanted to expand the production of certain industries.

They needed to slow the natural processes that cause food to spoil.

They needed a use for the ice that formed on lakes and rivers.

Explain:

61. The word “perishable” in paragraph 1 is closest in meaning to ................

highly

uncooked

capable of spoiling

of animal origin

Explain:

62. What can be inferred from paragraph 1 about cold storage before the invention of artificial refrigeration?

It was not a safe method of preserving meat.

It kept food cold for only about a week.

It was dependent on a source of ice or snow.

It required a container made of metal or wood.

Explain:

63. Artificial refrigeration involves all of the following processes EXCEPT ................

the rapid expansion of certain gases

the transfer of heat from one place to another

the evaporation of a volatile liquid

the pumping of water vapor through a pipe

Explain:

64. Which sentence below best expresses the essential information in the highlighted sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out essential information.

During evaporation, the vapor molecules use energy, and the liquid becomes colder.

It takes a lot of energy to transform a liquid into a vapor, especially when the vapor loses heat.

When kinetic energy is changed to heat energy, liquid molecules turn into vapor molecules.

Some gases expand rapidly and give off energy when they encounter a very cold liquid.

Explain:

65. According to the passage, who was the first person to use artificial refrigeration for a practical purpose?

Oliver Evans

John Gorrie

Adolphus Busch

William Cullen

Explain:

66. The word “it” in paragraph 3 refers to ................

printer

type

refrigerator

ether

Explain:

67. Why does the author discuss the brewing industry in paragraph 4?

To compare cave storage with mechanical refrigeration

To describe the unique problems that brewers faced

To praise the accomplishments of a prominent brewer

To show how refrigeration changed a whole industry

Explain:

68. The word “constrained” in paragraph 4 is closest in meaning to ................

improved

spoiled

restricted

alternated

Explain:

69. According to the passage, the first refrigerated railcar used what material as a cooling agent?

Ammonia

Ether

CFCs

Ice

Explain:

70. The word “toxic” in paragraph 5 is closest in meaning to ................

poisonous

expensive

dense

rare

Explain:

71. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Gorrie′s basic principle of compressing a gas, and then sending it through radiating coils to cool it, is the one most often used in refrigerators today.” could be added to the passage. Where would the sentence best fit?

Number 4

Number 2

Number 3

Number 1

Explain:

72. An introductory sentence for a brief summary of the passage is: “Methods of refrigeration have changed throughout history.” Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage.

Artificial refrigeration was made possible by the compression and evaporation of a volatile substance.

Practical uses of vapor-compression refrigeration were introduced in the nineteenth century.

People used to preserve food by packing it with ice or snow in cold storage areas.

CFCs have not been used as refrigerants since they were found to damage the earth's ozone layer.

William Cullen developed a method of artificial refrigeration in 1748.

A refrigerator has an evaporator that makes the inside of the refrigerator cold.

Explain:

LIMNERS

The earliest known American painters, who were active in the latter part of the seventeenth century and the early part of the eighteenth century, were described in documents, journals, and letters of the time as limners. Most of the paintings created by limners were portraits, and they were unsigned because the finished pieces did not belong to the limners who created them but were instead the possessions of the subjects in the portraits. The portraits today are named after the Subjects portrayed in them, and a particular artist is known only as the creator of a particular portrait; thus a particular portrait is named Mrs. Elizabeth Freake and Baby Mary after the people in the portrait, and the limner who created the portrait is known only as the Freake Limner. Art historians who specialize in art from this era have been able to identify clusters of portraits painted by each of a number of limners but, in many cases, do not know the name of the actual limner.

As can be seen from the fact that portraits created by limners went unsigned, limners were regarded more as artisans or skilled tradesmen than as artists. They earned their living as many artisans and tradesmen did at the time, as itinerant workers moving from town to town offering their services to either those who could pay or, more likely, to those who had goods or services to offer in return. They were able to paint portraits for those desiring to have a tangible representation of a family member for posterity; they also took on a variety of other types of painting jobs to stay employed, such as painting the walls of buildings, painting signs for businesses, and painting furniture.

(1) Some of the early portraitists most likely received their education in art or trained as artisans in Europe prior to their arrival in America and then trained others in America in their craft; because they were working in undeveloped or minimally developed colonial areas, their lives were quite difficult. (2) They had little access to information about the world of art and little access to art supplies, so they needed to mix their own paints and make their own brushes and stretched canvasses. (3) They also needed to be prepared to take on whatever painting jobs were needed to survive. (4)

There seem to be two broad categories of painting styles used by the portraitists, the style of the New England limners and the style of the New York limners. The style of the New England limners was a decorative style with flat characters, characters that seemed to lack mass and volume. This is not because the New England limners had no knowledge of painting techniques but was instead because the New England limners were using the style of Tudor painting that became popular during the reign of Queen Elizabeth I, a style that included characters with a flat woodenness yet with the numerous highly decorative touches and frills popular in the English court.

The New York limners had a rather different style from the New England limners, and this was because New York had a different background from the rest of New England. Much of New England had been colonized by the English, and thus the basis for the style of the New England limners was the Tudor style that had been popularized during the reign of the Tudor queen Elizabeth I. However, the Dutch had settled the colony of New Amsterdam, and though New Amsterdam became an English colony in 1664 and was renamed New York, the Dutch character and influence was strongly in place during the era of the limners. The New York limners, as a result, were influenced by the Dutch artists of the time rather than the Tudor artists. Dutch art, unlike the more flowery Tudor art, was considerably more sober and prosaic. In addition, the New York limners lacked the flat portrayals of characters of the New England limners and instead made use of light and shade to create more lifelike portraits.

73. The word “pieces” in paragraph 1 could best be replaced by ................

fragments

ideas

parts

works

Explain:

74. The word “them” in paragraph 1 refers to ................

possessions

subjects

limners

portraits

Explain:

75. Which of the sentences below expresses the essential information in the highlighted sentence in paragraph 1? Incorrect choices change the meaning in important ways or leave out essential information.

Art historians have been able to identify characteristics in paintings indicating that the paintings were created by limners.

Certain groups of portraits are known to have been painted by the same limner, though the limner's name is often not known.

People studying art have been able to identify clusters of artists who had.painted portraits of the same subjects.

Artists from the era of limners painted clusters of portraits without knowing whom they were painting.

Explain:

76. The word “itinerant” in paragraph 2 is closest in meaning to ................

successful

uneducated

wandering

professional

Explain:

77. It is NOT mentioned in paragraph 2 that a limner might ................

work as a carpenter

offer his services in return for other services

receive pay for a painting

paint a house

Explain:

78. The word “posterity” in paragraph 2 is closest in meaning to ................

future generations

delayed gratification

prominent display

social acceptance

Explain:

79. It can be inferred from paragraph 3 that limners ................

were not all formally trained artists

were quite knowledgeable about the world of art

would not possibly have had any formal training

were held in high esteem by the population

Explain:

80. The phrase “take on” in paragraph 3 could best be replaced by ................

admit

attack

allow

Explain:

81. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Few limners were formally trained artists.” can be added to paragraph 3. Where would the sentence best fit?

Number 3

Number 2

Number 1

Number 4

Explain:

82. Why does the author state that “the Dutch had settled the colony of New Amsterdam in a passage about limners”?

To give a reason for the highly flowery Dutch paintings

To provide background information about the New England limners

To explain why the style of the New York limners differed from that of the New England limners

To indicate why the Tudor style of painting was possible

Explain:

83. It is stated in the passage that New Amsterdam ................

was a Dutch colony after 1664

later became New York

was settled by the English

moved from English control to Dutch control

Explain:

84. The word “prosaic” in paragraph 5 is closest in meaning to ................

strict

lively

poetic

realistic

Explain:

85. Choose TWO phrases that describe only the New York limners

Had more lifelike characters and less ornamentation

Had flat characters and lots of ornamentation

Painted for Queen Elizabeth I

Did not sign portraits

Were influenced by the Dutch style of painting

Earned a living by traveling from town to town

Used a Tudor style of painting

Had flat characters with little ornamentation

Explain:

86. Choose TWO phrases that describe only the New England limners

Had flat characters and lots of ornamentation

Were influenced by the Dutch style of painting

Earned a living by traveling from town to town

Used a Tudor style of painting

Did not sign portraits

Had flat characters with little ornamentation

Painted for Queen Elizabeth I

Had more lifelike characters and less ornamentation

Explain:

87. Choose TWO phrases that describe both the New York and New England limners

Were influenced by the Dutch style of painting

Used a Tudor style of painting

Had flat characters and lots of ornamentation

Earned a living by traveling from town to town

Had more lifelike characters and less ornamentation

Painted for Queen Elizabeth I

Did not sign portraits

Had flat characters with little ornamentation

Explain:

AQUATIC SCHOOLS

Many species of fish, particularly smaller fish, travel in schools, moving in tight formations often with the precision of the most highly disciplined military unit on parade. (1) Some move in synchronized hordes, while others move in starkly geometric forms. (2) In addition to the varieties of shapes of schools of fish, there are countless varieties of schooling behaviors. (3) Some fish coalesce into schools and then spread out in random patterns, while others move into close formations at specific times, such as feeding times, but are more spread out at other times. (4) Some move in schools composed of members of all age groups, while others move in schools predominantly when they are young but take up a more solitary existence as they mature. Though this behavior is quite a regular, familiar phenomenon, there is much that is not completely known about it, particularly the exact function that it serves and what mechanisms fish use to make it happen.

Numerous hypotheses have been proposed and tested concerning the purpose of schooling behavior in fish. Schooling certainly promotes the survival of the species, but questions arise as to the way the schooling enables fish to have a better chance of surviving. Certainly, the fact that fish congregate together in schools helps to ensure their survival in that schooling provides numerous types of protection for the members of the school. One form of protection derives from the sheer numbers in the school. When a predator attacks a school containing a huge number of fish, the predator will be able to consume only a small percentage of the school. Whereas some of the members of the school will be lost to the predator, the majority of the school will be able to survive. Another form of protection comes from the special coloration and markings of different types of fish. Certain types of coloration or markings such as stripes or patterns in vibrant and shiny colors create a visual effect when huge numbers of the fish are clustered together, making it more difficult for a potential predator to focus on specific members of the school. A final form of protection comes from a special sense that fish possess, a sense that is enhanced when fish swim in schools. This special sense is related to a set of lateral line organs that consist of rows of pores leading to fluid-filled canals. These organs are sensitive to minute vibrations in the water. The thousands of sets of those special organs in a school of fish together can prove very effective in warning the school about an approaching threat.

(1) It is also unclear exactly how fish manage to maintain their tight formations. (2) Sight seems to play a role in the ability of fish to move in schools, and some scientists believe that, at least in some species, sight may play the principal role. (3) However, many experiments indicate that more than sight is involved. Some fish school quite well in the dark or in murky water where visibility is extremely limited. (4) This indicates that senses other than eyesight must be involved in enabling the schooling behavior. The lateral line system most likely plays a significant role in the ability of fish to school. Because these lateral line organs are sensitive to the most minute vibrations and currents, this organ system may be used by fish to detect movements among members of their school even when eyesight is limited or unavailable.

88. The author mentions “the most highly disciplined military unit on parade” in paragraph 1 in order to ................

create a mental image of the movement of a school of fish

provide an example of a way that military units travel

contrast the movement of a military unit with that of a school of fish

describe the aggressive nature of a school of fish

Explain:

89. The word “hordes” in paragraph 1 is closest in meaning to ................

patterns

masses

shapes

pairs

Explain:

90. All of the following are stated in paragraph 1 about schooling EXCEPT that ................

it can involve large numbers of fish

it can involve a number of different fish behaviors

it is fully understood

it is quite common

Explain:

91. Which fish would be least likely to be in a school? ................

A large, older fish

A tiny, shiny fish

A smaller, colorful fish

A young, hungry fish

Explain:

92. Look at the four numbers (1), (2), (3) and (4) in paragraph 1 which indicate where the sentence “These may take the shape, for example, of wedges, triangles, spheres, or ovals.” can be added to paragraph 1. Where would the sentence best fit?

Number 1

Number 3

Number 4

Number 2

Explain:

93. The word “it” in paragraph 1 refers to ................

fish

existence

function

behavior

Explain:

94. Which of the sentences below expresses the essential information in the first highlighted sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out essential information.

Fish travel in schools to protect themselves in various ways.

Many facts about the way that fish congregate in schools have been studied.

The survival of fish depends upon their ability to bring new members into the school.

After an attack, the fish that survive tend to move into schools.

Explain:

95. The phrase “sheer numbers” in paragraph 2 could best be replaced by ................

interlude

similitude

solitude

multitude

Explain:

96. It can be inferred from the passage that, when a predator attacks, ................

it cannot possibly consume all members of a school if the school is large enough

it attacks only schools that lack sense organs

it rarely manages to catch any fish that are part of a school

it is usually successful in wiping out the entire school

Explain:

97. It is stated in paragraph 2 that ................

the effect of coloration is multiplied when fish are massed together

the bright coloration makes it easier for predators to spot fish

schooling fish tend to have muted coloration

fish in schools rarely have distinct markings

Explain:

98. The word “minute” in paragraph 2 is closest in meaning to ................

instant

tiny

careful

timely

Explain:

99. Which of the sentences below expresses the essential information in the second highlighted sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out essential information.

The fish in a large school use their lateral line organs to send out warnings of the arrival of the school.

There are thousands of ways that special organs warn fish about a predator.

When the fish in a school work together, they can use their sense organs to scare off any approaching threat.

Because so many fish are in a school, all of their sense organs work well together to provide warnings.

Explain:

100. The author begins paragraph 3 with “it is also unclear” in order to indicate that ................

contradictory information is about to be presented

it is unclear how a problem can be resolved

it is necessary to clarify a previously made point

a second issue is about to be presented

Explain:

101. According to paragraph 3, ................

not all fish use sight to remain in schools

fish cannot see well

fish can see quite well in the dark

sight is the only sense used by fish to remain in schools

Explain:

102. The word “murky” in paragraph 3 is closest in meaning to ................

warm

clear

deep

cloudy

Explain:

103. Look at the four numbers (1), (2), (3) and (4) in paragraph 3 which indicate where the sentence “The purpose of schooling behavior is not the only aspect of schooling that is not fully understood.” can be added to paragraph 3. Where would the sentence best fit?

Number 1

Number 2

Number 4

Number 3

Explain:

104. The word “This” in paragraph 3 refers to the ability of fish to ................

stay in schools when they cannot see well

use their sight to stay in schools

see well in dark water

swim in water where the visibility is low

Explain:

105. It is NOT stated in the passage that the lateral line system ................

contains lines of pores

in fish is similar to sense organs in other animals

Explain:

106. An introductory sentence or a brief summary of the passage is: “Schooling behavior in certain fish.” Complete the summary by selecting the TWO answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage.

Fish most likely move in schools in various ways.

Fish may move in schools at various times of the day or night.

Fish may move in schools by using various senses.

Fish most likely move in schools in various types of water.

Explain:

107. Choose THREE sentences that relate to hypotheses related to purpose

Sight enables some fish to school.

Lateral sense organs enable some fish to school.

Coloration provides protection.

Sight provides protection.

Coloration enables some fish to move.

Large numbers provide protection.

Lateral sense organs provide protection.

Explain:

108. Choose TWO sentences that relate to hypotheses related to manner

Lateral sense organs enable some fish to school.

Lateral sense organs provide protection.

Sight enables some fish to school.

Sight provides protection.

Coloration provides protection.

Large numbers provide protection.

Coloration enables some fish to move.

Explain:

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33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

51.

52.

53.

54.

55.

56.

57.

58.

A	C	E	G	H	I
B	D	F

59.

A	C	E	G	H	I
B	D	F

60.

61.

62.

63.

64.

65.

66.

67.

68.

69.

70.

71.

72.

73.

74.

75.

76.

77.

78.

79.

80.

81.

82.

83.

84.

85.

A	C	E	F	G	H
B	D

86.

A	C	E	F	G	H
B	D

87.

A	C	E	F	G	H
B	D

88.

89.

90.

91.

92.

93.

94.

95.

96.

97.

98.

99.

100.

101.

102.

103.

104.

105.

106.

107.

A	C	D	E	F	G
B

108.

A	C	D	E	F	G
B

Score: 0/10

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