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TOEFL MODEL TEST --> TOEFL iBT --> Model test

Question 1 of 100

Time: 01:00

Total time: 60:00

Script:

Listen to a conversation in a university office.

M: Good afternoon. May I help you?

W: Yes, I hope so. My name is Jennifer Taylor, and I’m in the communications program. Our class is doing a radio program, and we’ll have interviews with a lot of people from all pans of campus life. We’d like to interview the new Dean of Students, if he’s willing.

M: Hmm. That sounds interesting.

W: I hope Dean Evans will agree to meet with us, and let us tape the conversation for the radio. It would be a way for the whole community to get to know him, get to know his ideas and everything ... like the kind of vision he has for the university.

M: How much time would you need?

W: Oh, probably about an hour, no more than that.

M: Hmm. I’m sure the dean would like to participate, but ... uh ... you know, his schedule is pretty tight.

W: Oh, I was afraid of that. Um ...

M: He’s tied up all this week. Everybody wants to. you know, get acquainted. But we can probably work something in. When would you like to do the interview?

W: The radio station can air the show on either the 16th or the 23rd, so we’d have to work around that.

M: Let me look at the dean’s schedule ... Let’s see ... it looks like he’s got a lot of meetings this week, and, well, most of next week, too. What about the week after that? He doesn’t have anything scheduled on Tuesday or Wednesday afternoon. Would either of those days work for you?

W: Um, yeah. I think so. How about Tuesday afternoon?

M: On Tuesday, he’s free from two o′clock till four- thirty.

W: Let’s see. I’ll be in class until two-thirty, so how about three?

M: All right. Three o’clock. Tuesday. April 15.

W: OK, that will be great. Thank you so much. This will be a great way for everyone to learn about our new dean. We really appreciate the opportunity to do this.

M: You′re really quite welcome. It’s our pleasure. In fact, I’ve put it on the dean’s calendar, and we will see you on the 15th.

W: The 15th. OK. Thank you very much.

1. What is the purpose of the conversation?

The woman wants to enroll in the communications program.

The man wants to discuss a change in the course schedule.

The man is interviewing the woman for a job in the office.

The woman is requesting an interview with the dean.

2. Why does the man say this:

To state that the dean cannot change his schedule

To let the woman know the dean is very busy

To apologize for the dean's confusing behavior

To express regret that the dean is not available

3. Why does the woman want to meet with the dean?

To tell him that she enjoyed his lecture

To ask for a letter of recommendation

To learn about his ideas and vision

To request a change in the school calendar

4. What can be inferred about the dean?

He has been dean for only a short time.

He generally does not give interviews.

He is in his office two days a week.

He is an excellent public speaker.

5. When will the meeting with the dean take place?

In two weeks

The next day

The next week

In three weeks

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.

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

Plato's teachings about culture

Plato's effect on other philosophies

Plato's views on education

Plato's rules for good government

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

To show the simplicity of Plato's philosophy

To discover which students like mathematics

To compare philosophy and mathematics

To give an example of a lasting truth

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

It makes all people equal.

It develops a person's character.

It benefits the whole society.

It gives teachers too much power.

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

She finds it complex and difficult to understand.

She disagrees with its emphasis on truth.

She thinks it does not give students useful knowledge.

She considers it the most liberal system of education.

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

Idealism remains the only true philosophy.

Idealism changes how people think.

Idealism has been criticized unfairly.

Idealism has diminished in influence.

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

It discourages student creativity and questioning.

Its focus on abstract thinking is unfair to many students.

It gives students immoral ideas about learning.

It is overly concerned with economic development.

Script:

A cultural historian has been invited to speak to an urban studies class. Listen to part of the lecture.

The agricultural revolution of ten thousand years ago started the great shift from rural to urban living. As human settlements evolved from simple groups of huts to larger villages, and then to towns and cities, their basic pattern changed.

The early rural villages grew naturally—sort of organically—as if they were plants or bushes, and buildings were clustered near water sources, and around village gardens, with trees for shade and pastures for animals.

A lot of us yearn to escape to these simpler, more romantic settlements of the past. But there are probably more of us who have a powerful urge to explore new ideas and to build bigger and better structures. We now have super settlements called cities. Our city planners and architects have converted the organic pattern of the village into a geometrically perfect grid. Our natural habitat has been transformed into an expanse of hard straight surfaces, with stone and metal and concrete and glass.

Of course, the city is still a wonderful place for stimulation, for opportunity, and for cultural interaction. In fact, you could say the city is our most spectacular creation. And believe it or not it still has elements of the rural past.

In the average North American city, about one-third of the surface is given to streets and buildings. The rest is covered by trees and grass foresters call it the "urban forest” -meaning all the trees in city parks, the trees planted along streets and highways, and the trees in people’s yards. The extent of this forest is sort of amazing—two-thirds of our urban space.

The concept of a tree-lined village green has a long history, but one of North America′s first public parks - that was sort of created as a unified project—was Central Park in New York City. Central Park was designed by landscape architects Olmsted and Vaux in the late nineteenth century. They took their inspiration from the gardens of European estates and the romantic landscape paintings from that period.

Central Park was set in a rectangular site covering over 800 acres in the middle of Manhattan Island. By the nineteenth century, the original forest was long gone. The area had been used as a common pasture for farm animals, but eventually it deteriorated into a kind of urban wasteland, dotted with garbage dumps.

Olmsted and Vaux transformed this wasteland into something like its original appearance, with rolling hills, grassy meadows, and woody thickets with thousands of trees. The result is sort of an oasis in the middle of steel and stone. Central Park has been called “the city’s lung" because of its purifying effect on the air, not to mention its effect on the human psyche. It remains one of the best examples of what we can do with the open spaces of our cities.

When you look at how far we’ve come as humans, when you consider that we′ve developed something called civilization, you come to realize that the finest evidence of our civilization is the city. The city is a symbol of experimentation and creation, a place where we can come together for work and entertainment, for art and culture, for wonder and opportunity. And. like the rural villages of the past, the city is where we come together to share cultural experiences with other humans—indeed, to define what it is to be human.

12. What topics does the speaker discuss? Click on TWO answers.

Causes and effects of the agricultural revolution

The significance of trees in urban spaces

Why people prefer living in romantic villages

A change in the design of human settlements

13. How did early rural villages differ from the cities of today?

Villages provided better economic opportunities.

Villages were more likely to inspire landscape painters.

Villages were designed as perfect rectangular grids.

Villages grew organically around features of the land.

14. What is the “urban forest”?

A park designed by an architect

The trees cultivated on farms

The forest surrounding a city

All of the trees in an urban area

15. Why does the speaker talk about New York City?

To recommend places to visit in New York

To describe urban architecture and culture

To give an example of an urban park project

To compare New York to other large cities

16. Listen again to part of the lecture. Then answer the question. What does the speaker imply about New York′s Central Park?

It was the first park to be designed by architects.

It is the largest urban forest in the world.

It contributes to the quality of life in the city.

It contains beautiful buildings of steel and stone.

17. What is the speaker′s opinion of the city?

The city is too hard, straight, and unnatural.

The city is better than a traditional village.

The city is a symbol of human achievement.

The city is a like an organic machine.

Script:

Listen to a lecture in a zoology class.

Today, we’ll be talking about how different types of animals hear. Many animals have sense organs that allow them to process sound waves. However, the sense organs are structured and function in very different ways in different types of animals.

First, we’ll look at the hearing abilities of some examples of insects and amphibians. Let’s look now at an example of an insect. A cricket’s a type of insect, and it has thin membranes that vibrate when sound hits them. The thin “hearing’’ membranes on a cricket are found on the side of each front leg. On other insects, these vibrating membranes can be found on various other body parts.

Now, let’s look at an example of an amphibian. . . . The frog’s a good example of one. The frog has large disks that serve as eardrums. These disks are located farther back on the head, behind each eye. The disks, or eardrums, behind each eye vibrate when sound hits them. So you see that the frog has large disks on its head that serve as eardrums, unlike the cricket that I talked about earlier, which is able to hear by means of vibrating membranes on the side of each front leg.

Now, let’s look at the hearing of birds and bats. Birds have external auditory canals along the sides of the head. The auditory canal on a bird is merely an opening that leads to the middle and inner ear, and this auditory opening on a bird is usually covered with feathers.

Birds lack auricles, which are external portions of the ear that protrude from the body.

Bats are not birds; they′re mammals. And like most mammals, they have auricles. You can see the large auricles on the bat, the part of the ear that protrudes from the bat’s head. Bats are dependent on their hearing to navigate in the dark; they have very effective auricles that move to enhance their ability to pick up sound waves as they enter the ear. So we’ve seen that birds and bats have different ways of hearing because bats are mammals so they have auricles. But birds are not mammals, so they don’t have auricles. They have auditory canals instead.

Now, let’s look at some other types of mammals, the elephant and the rabbit. Mammals are the only animals that have auricles, and elephants and rabbits are mammals, so they have auricles.

The auricles of the African elephant are the largest of any animal, and rabbits have auricles that are unusually large in proportion to their bodies. These large auricles allow heat to escape the body and assist these animals in cooling off in hot weather.

Now let me switch gears and talk for a moment about echolocation. Some animals are dependent on their hearing to navigate in the dark. The process that they use is called echolocation. Animals that use echolocation produce sounds and then listen for echos as the sound waves they have produced are reflected off of objects around them. They use echolocation to determine when objects are in their path and how far away the objects are. Bats and whales are two animals that navigate using echolocation, and there are many more.

Today we’ve discussed the types of hearing organs that various animals have. You should be familiar with animals that have external vibrating membranes, animals that have auditory canals, animals that have auricles, and animals that use echolocation. If you understand these various types of hearing organs, then you understand the important points of this lecture.

18. How is the information in the lecture organized?

Various types of hearing organs are evaluated for their effectiveness.

Smaller to larger animals are described.

Various types of auricles are outlined.

Examples of various hearing mechanisms are provided.

19. Which animal has the disks behind eyes?

Cricket

Frog

Bird

20. Which animal has the membranes on legs?

Bird

Frog

Cricket

21. Which animal has auditory canals?

Bird

Frog

Cricket

22. What do the disks on frogs do?

They reflect sound waves off objects.

They vibrate when struck by sound waves.

They lead to the inner ear.

They allow heat to escape the body.

23. What is true about mammals?

They have membranes on their auditory canals.

They use echolocation.

They generally have auricles.

They hear better than birds.

24. Listen again to part of the passage. Then answer the question. Why does the professor say this?

To summarize previously stated information

To reinforce a particularly important point

To indicate that the lecture is coming to an end

To announce that a slightly different topic will follow

25. What is true about echolocation?

It is only used by land animals.

It involves making sounds and then waiting to hear echoes.

It can be used to detect objects in the way.

It cannot be used to determine how distant objects are.

Script:

Listen to part of a talk in a music education class.

Learning to play a musical instrument is one of the best experiences that a young child can have. Learning to play music begins with listening to others play music. A child’s first experience with playing an instrument should be by ear without the distraction of printed music. Playing by car is the natural beginning for children. The ability to play by ear will help them throughout their lives, and it also enriches the experience of music making. But children should eventually learn to read music. So, when is the right time? And what′s the best way for a child to learn how to read music?

A lot of children start playing an instrument at the age of eight or nine. It′s best for them to spend a couple of years playing by ear before the teacher introduces notation -printed music. Children should first be able to feel that their instrument is a part of them. Playing by ear is the best way for children to become comfortable with their instrument.

The teacher should introduce notation only when the child is ready. The right time is when the child feels a need for notation. This might be when the child has learned so many pieces it’s sort of difficult to remember them all. Then the teacher can present the printed music as a memory aid so learning to read music has a practical purpose and isn’t just a meaningless task.

A good time to teach notation is when a group of children play together. The printed score is a way to help them sort of keep track of who plays what and when. The score will organize their cooperative effort in a way that makes sense to them.

Another good time is when the child wants to play music that’s so complex it would be difficult to learn by ear. In this case, learning to read music is a natural step toward playing the music the child wants to play. The teacher should play the score for the child the first time through, and demonstrate how the notes on the page are transformed into music. The child listens as he or she looks at the printed notes. This way the child can begin to see how the notes represent sound and a printed score becomes a piece of music. As the child listens—and maybe plays along—he or she begins to understand the shape of the new piece.

For students who play a chord-producing instrument- the guitar, for example—a natural first step toward reading music is playing by chord symbols. Chord symbols are found in a lot of different styles of music -like pop and jazz and at various levels of difficulty. Chord symbols are a simple form of written music—they’re kind of a halfway point between playing by ear and reading a standard musical score.

After children can play by ear and then by chord symbols the next step is to read standard music notation. Although that’s the natural order for children to learn, it doesn’t mean that each successive step is better than the one that came before. The three methods of playing music playing by ear playing chords, and playing by standard notation—are all valuable in their own way. Some children will always prefer to play by ear. Others will like chord playing and have no desire to learn another method. And still others will find their musical home in the tradition of note reading. It′s the job of the music teacher to fit the method to the needs of the students.

26. What is playing by ear?

Learning to play music without reading notation

Playing an instrument that is held up to the ear

Paying attention to what the teacher says

Listening to music through ear phones

27. Listen again to part of the talk. Then answer the question. Why does the professor ask this?

To suggest that all children should study music

To review material for an examination

To find out if everyone in class can read music

To introduce the main point he wants to make

28. According to the professor, when should children learn to read musical notation? Click on TWO answers.

When a group of children play music together

When they first learn how to play an instrument

When the music is too complex to learn by ear

When they are ready to play in front of an audience

29. According to the professor, why should a music teacher play the score for a child the first time?

To allow the child to memorize the score by listening

To show the child that the teacher is an excellent player

To suggest that the score can be played in different styles

To demonstrate how the printed notes translate into music

30. According to the professor, what is the natural order for children to learn music?

(i) Learn how to read standard notation. (ii) Learn how to play the instrument by ear. (iii) Learn how to play by chord symbols.

(i) Learn how to play by chord symbols. (ii) Learn how to play the instrument by ear. (iii) Learn how to read standard notation.

(i) Learn how to play the instrument by ear. (ii) Learn how to play by chord symbols. (iii) Learn how to read standard notation.

31. What does the professor imply about the three methods of playing music?

Each method is appropriate for some students.

There is no reason to learn all three methods.

The best method is playing by standard notation.

Students should use the teacher's favorite method.

Script:

Listen to a conversation between a student and a professor.

Professor: Sandy, how′s class been going for you this semester?

Female Student: (genuine enthusiasm) Oh, it′s great. I really like your business psychology class, but I have one major concern about the last assignment, you know—the one where we have to interview a local business owner, uh, I mean entrepreneur?

Professor: Are you having trouble coming up with interview questions?

Female Student: Well, that′s just it. I mean, I worked on my high school newspaper for years, so I actually have great questions to ask. The thing is . . . I′m new to the area, and I don′t know people off campus . . . So, I was wondering if . . . well, could you possibly give me the name of someone I could interview . . . ?

Professor: You don′t know anyone who owns a business?

Female Student: Well, yeah, back home . . . my next-door neighbors—they own a shoe store, and they′re really successful—but they′re not local.

Professor: Well, it wouldn′t be fair to the other students if I gave you the name of a contact—but I could help you figure out a way to find someone on your own. Let′s see . . . Do you read the local newspaper?

Female Student: Sure, whenever I have the time.

Professor: Well, the business section in the paper often has stories about local business people who′ve been successful. If you find an article, you could call the person who is profiled.

Female Student: You mean, just call them up . . . out of the blue . . . and ask them if they′ll talk to me?

Professor: Sure, why not?

Female Student: Well, aren′t people like that awfully busy? Too busy to talk to a random college student.

Professor: Many people enjoy telling the story of how they got started. Remember, this is a business psychology class, and for this assignment, I want you to get some real insight about business owners, their personality, what drives them to become an entrepreneur.

Female Student: Like, how they think?

Professor: And what motivates them. Why did they start their business? I′m sure they′d talk to you, especially if you tell them you might start a business some day.

Female Student: I′m not sure I′d have the guts to do that. Opening a business seems so risky, so scary.

Professor: Well, you can ask them if they felt that way too. Now you just need to find someone to interview to see if your instincts are correct.

32. Why does the student go to see the professor?

To ask for advice on starting a business

To schedule an interview with him

For suggestions on how to write interview questions

For assistance in finding a person to interview

33. Why does the student mention her high school newspaper?

To explain why the assignment is difficult for her

To show that she enjoys writing for school newspapers

To inform the professor that she plans to print the interview there

To indicate that she has experience with conducting interviews

34. How does the professor help the student?

He gives her more time to complete the assignment.

He suggests that she read the business section of the newspaper.

He allows her to interview business owners in her hometown.

He gives her a list of local business owners.

35. What does the professor want the students to learn from the assignment?

How to develop a detailed business plan

Why writing articles on local businesses is important

That starting a business is risky

What personality traits are typical of business owners

36. Listen again to part of the conversation. Then answer the question. What does the student imply?

The professor has guessed correctly what her problem is.

She is surprised by the professor's reaction.

The professor has not quite identified her concern.

She does not want to finish the assignment.

II.

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.

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

works

ideas

fragments

parts

Explain:

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

subjects

portraits

limners

possessions

Explain:

39. 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.

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

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.

Explain:

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

wandering

professional

successful

uneducated

Explain:

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

offer his services in return for other services

work as a carpenter

receive pay for a painting

paint a house

Explain:

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

delayed gratification

social acceptance

prominent display

future generations

Explain:

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

were not all formally trained artists

would not possibly have had any formal training

were quite knowledgeable about the world of art

were held in high esteem by the population

Explain:

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

admit

allow

attack

Explain:

45. 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 4

Number 1

Number 2

Number 3

Explain:

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

To indicate why the Tudor style of painting was possible

To provide background information about the New England limners

To give a reason for the highly flowery Dutch paintings

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

Explain:

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

moved from English control to Dutch control

was settled by the English

was a Dutch colony after 1664

later became New York

Explain:

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

realistic

poetic

lively

strict

Explain:

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

Used a Tudor style of painting

Painted for Queen Elizabeth I

Had more lifelike characters and less ornamentation

Did not sign portraits

Earned a living by traveling from town to town

Had flat characters and lots of ornamentation

Were influenced by the Dutch style of painting

Had flat characters with little ornamentation

Explain:

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

Had more lifelike characters and less ornamentation

Were influenced by the Dutch style of painting

Did not sign portraits

Used a Tudor style of painting

Painted for Queen Elizabeth I

Had flat characters with little ornamentation

Earned a living by traveling from town to town

Had flat characters and lots of ornamentation

Explain:

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

Were influenced by the Dutch style of painting

Had flat characters and lots of ornamentation

Painted for Queen Elizabeth I

Used a Tudor style of painting

Had flat characters with little ornamentation

Earned a living by traveling from town to town

Did not sign portraits

Had more lifelike characters and less ornamentation

Explain:

THE SCIENCE OF ANTHROPOLOGY

(1) Through various methods of research, anthropologists try to fit together the pieces of the human puzzle—to discover how humanity was first achieved, what made it branch out in different directions, and why separate societies behave similarly in some ways but quite differently in other ways. (2) Anthropology, which emerged as an independent science in the late eighteenth century, has two main divisions: physical anthropology and cultural anthropology. (3) Physical anthropology focuses on human evolution and variation and uses methods of physiology, genetics, and ecology. Cultural anthropology focuses on culture and includes archaeology, social anthropology, and linguistics. (4)

Physical anthropologists are most concerned with human biology. Physical anthropologists are detectives whose mission is to solve the mystery of how humans came to be human. They ask questions about the events that led a tree-dwelling population of animals to evolve into two-legged beings with the power to learn—a power that we call intelligence. Physical anthropologists study the fossils and organic remains of once-living primates. They also study the connections between humans and other primates that are still living. Monkeys, apes, and humans have more in common with one another physically than they do with other kinds of animals. In the lab, anthropologists use the methods of physiology and genetics to investigate the composition of blood chemistry for clues to the relationship of humans to various primates. Some study the animals in the wild to find out what behaviors they share with humans. Others speculate about how the behavior of non-human primates might have shaped human bodily needs and habits.

A well-known family of physical anthropologists, the Leakeys, conducted research in East Africa indicating that human evolution centered there rather than Asia. In 1931, Louis Leakey and his wife Mary Leakey began excavating at Olduvai Gorge in Tanzania, where over the next forty years they discovered stone tool and hominid evidence that pushed back the dates for early humans to over 3.75 million years ago. Their son, Richard Leakey, discovered yet other types of hominid skulls in Kenya, which he wrote about in Origins (1979) and Origins Reconsidered (1992).

Like physical anthropologists, cultural anthropologists study clues about human life in the distant past; however, cultural anthropologists also look at the similarities and differences among human communities today. Some cultural anthropologists work in the field, living and working among people in societies that differ from their own. Anthropologists doing fieldwork often produce an ethnography, a written description of the daily activities of men, women, and children that tells the story of the society’s community life as a whole. Some cultural anthropologists do not work in the field but rather at research universities and museums doing the comparative and interpretive part of the job. These anthropologists, called ethnologists, sift through the ethnographies written by field anthropologists and try to discover cross-cultural patterns in marriage, child rearing, religious beliefs and practices, warfare—any subject that constitutes the human experience. They often use their findings to argue for or against particular hypotheses about people worldwide.

A cultural anthropologist who achieved worldwide fame was Margaret Mead. In 1923, Mead went to Samoa to pursue her first fieldwork assignment—-a study that resulted in her widely read book Coming of Age in Samoa (1928). Mead published ten major works during her long career, moving from studies of child rearing in the Pacific to the cultural and biological bases of gender, the nature of cultural change, the structure and functioning of complex societies, and race relations. Mead remained a pioneer in her willingness to tackle subjects of major intellectual consequence, to develop new technologies for research, and to think of new ways that anthropology could serve society.

Glossary:

- primates: the order of mammals that includes apes

- humans hominid: the family of primates of which humans are the only living species

52. The phrase “branch out” in paragraph 1 is closest in meaning to ................

look

originate

hurry

separate

Explain:

53. 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.

There are unanswered questions about why some tree-dwelling animals have evolved only two legs.

People want to know more about the behavior of animals and how some animals acquire the ability to learn.

Some animal populations have the power to ask questions and to learn from the events of the past.

Physical anthropologists investigate how intelligent human beings evolved from creatures that lived in trees.

Explain:

54. The word “speculate” in paragraph 2 is closest in meaning to ................

disagree

worry

forget

think

Explain:

55. Why does the author discuss the Leakey family in paragraph 3?

To argue for an increase in the amount of research in Africa

To contradict earlier theories of human evolution

To give examples of fieldwork done by physical anthropologists

To compare hominid evidence from Tanzania with that from Kenya

Explain:

56. Which of the following is of major interest to both physical and cultural anthropologists?

Child rearing in societies around the world

Methods of physiology and genetics

Clues about human beings who lived long ago

Religious beliefs and practices

Explain:

57. According to paragraph 4, cultural anthropologists who do fieldwork usually ................

discover hominid evidence indicating when humans evolved

develop new technologies for gathering cultural data

write an account of the daily life of the people they study

work at universities and museums interpreting the work of others

Explain:

58. The phrase “sift through” in paragraph 4 is closest in meaning to ................

sort

avoid

contradict

discuss

Explain:

59. The word “They” in paragraph 4 refers to ................

ethnologists

museums

field anthropologists

research universities

Explain:

60. According to the passage, Margaret Mead wrote about all of the following subjects EXCEPT ................

the biological basis of gender

the nature of cultural change

relations between people of different races

economic systems of pioneer women

Explain:

61. It can be inferred from paragraph 5 that Margaret Mead′s work ................

made an impact on the field of anthropology

is not widely read by anthropologists today

opened Samoa to outside influences

contradicted that of the Leakey family

Explain:

62. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Anthropology is the study of the origin, development, and varieties of human beings and their societies.” could be added to the passage. Where would the sentence best fit?

Number 2

Number 4

Number 1

Number 3

Explain:

63. Choose THREE sentences that describe the Physical Anthropology

Researchers observe similarities between humans and other primates.

The story of humanity's origins is a major topic of investigation.

This field studies life on many different scales of size and time.

It is the study of the origin, history, and structure of the earth.

Scientists examine the fossils and skulls of early humans.

The focus is on the similarities and differences among cultures.

Researchers live and work in other societies and write ethnographies.

Explain:

64. Choose TWO sentences that describe the Cultural Anthropology

Researchers live and work in other societies and write ethnographies.

The story of humanity's origins is a major topic of investigation.

The focus is on the similarities and differences among cultures.

Researchers observe similarities between humans and other primates.

This field studies life on many different scales of size and time.

It is the study of the origin, history, and structure of the earth.

Scientists examine the fossils and skulls of early humans.

Explain:

THE GREENHOUSE EFFECT AND GLOBAL WARMING

Carbon dioxide and other naturally occurring gases in the earth’s atmosphere create a natural greenhouse effect by trapping and absorbing solar radiation. These gases act as a blanket and keep the planet warm enough for life to survive and flourish. The warming of the earth is balanced by some of the heat escaping from the atmosphere back into space. Without this compensating flow of heat out of the system, the temperature of the earth’s surface and its atmosphere would rise steadily.

Scientists are increasingly concerned about a human-driven greenhouse effect resulting from a rise in atmospheric levels of carbon dioxide and other heat-trapping greenhouse gases. The man-made greenhouse effect is the exhalation of industrial civilization. A major contributing factor is the burning of large amounts of fossil fuels—coal, petroleum, and natural gas. Another is the destruction of the world’s forests, which reduces the amount of carbon dioxide converted to oxygen by plants. Emissions of carbon dioxide, chlorofluorocarbons. nitrous oxide, and methane from human activities will enhance the greenhouse effect, causing the earth’s surface to become warmer. The main greenhouse gas, water vapor, will increase in response to global warming and further enhance it.

There is agreement within the scientific community that the buildup of greenhouse gases is already causing the earth’s average surface temperature to rise. This is changing global climate at an unusually fast rate. According to the World Meteorological Organization, the earth’s average temperature climbed about 1 degree F in the past century, and nine of the ten warmest years on record have occurred since 1990. A United Nations panel has predicted that average global temperatures could rise as much as 10.5 degrees F during the next century as heat-trapping gases from human industry accumulate in the atmosphere.

What are the potential impacts of an enhanced greenhouse effect? According to estimates by an international committee, North American climatic zones could shift northward by as much as 550 kilometers (340 miles). Such a change in climate would likely affect all sectors of society. In some areas, heat and moisture stress would cut crop yields, and traditional farming practices would have to change. For example, in the North American grain belt, higher temperatures and more frequent drought during the growing season might require farmers to switch from corn to wheat and to use more water for irrigation.

Global warming may also cause a rise in sea level by melting polar ice caps. A rise in sea level would accelerate coastal erosion and inundate islands and low-lying coastal plains, some of which are densely populated. Millions of acres of coastal farmlands would be covered by water. Furthermore, the warming of seawater will cause the water to expand, thus adding to the potential danger.

Global warming has already left its fingerprint on the natural world. Two research teams recently reviewed hundreds of published papers that tracked changes in the range and behavior of plant and animal species, and they found ample evidence of plants blooming and birds nesting earlier in the spring. Both teams concluded that rising global temperatures are shifting the ranges of hundreds of species—thus climatic zones—northward. These studies are hard evidence that the natural world is already responding dramatically to climate change, even though the change has just begun. If global warming trends continue, changes in the environment will have an enormous impact on world biology. Birds especially play a critical role in the environment by pollinating plants, dispersing seeds, and controlling insect populations; thus, changes in their populations will reverberate throughout the ecosystems they inhabit.

65. According to the passage, how do carbon dioxide and other greenhouse gases affect the earth-atmosphere system?

They collect solar radiation that warms the earth's surface.

They create the conditions for new forms of life to emerge.

They decrease the amount of oxygen in the atmosphere.

They cause heat to flow from the atmosphere into space.

Explain:

66. All of the following are contributing factors to global warming EXCEPT ................

the burning of coal and petroleum

the conversion of carbon dioxide to oxygen

the buildup of water vapor in the atmosphere

the loss of forest lands

Explain:

67. The word “enhance” in paragraph 2 is closest in meaning to ................

counteract

strengthen

parallel

stabilize

Explain:

68. What can be inferred from paragraph 3 about global climate change?

International organizations have been studying climate change only since 1990.

Climate change is likely to continue as long as heat-trapping gases accumulate.

It is difficult to predict the effects of climate change over the next century.

Climate change will have both positive and negative effects on human society.

Explain:

69. According to paragraph 4, what is one effect that climate change could have on agriculture in North America?

Less water available for irrigating crops

Return to more traditional methods of farming

Movement of farms to the northernmost regions

Changes in the crops that farmers can grow

Explain:

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

cover

reduce

create

move

Explain:

71. Why does the author use the word “fingerprint” in paragraph 6?

To describe a method used by two research teams

To suggest that people do not cause global warming

To introduce conclusive evidence of global warming

To show that hundreds of fingerprints were examined

Explain:

72. The word “they” in paragraph 6 refers to ................

papers

birds

species

teams

Explain:

73. The word “hard” in paragraph 6 is closest in meaning to ................

contradictory

difficult

real

secret

Explain:

74. What evidence does the author give that climatic zones have shifted northward?

The water in the ocean expands as it gets warmer.

Solar radiation escapes from the atmosphere back into space.

Plants bloom and birds build nests earlier in the spring.

Birds no longer pollinate plants or control insect populations.

Explain:

75. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “The combination of melting ice caps with the expansion of water could raise the sea level several centimeters by the year 2100.” could be added to the passage. Where would the sentence best fit?

Number 4

Number 2

Number 3

Number 1

Explain:

76. An introductory sentence for a brief summary of the passage is: “Scientists are concerned about the greenhouse effect and its role in global warming.” 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.

Nine of the ten warmest years on record have occurred since 1990.

A rising sea level and shifts in climatic zones are probable effects of global warming.

Some scientists think the temperature trend indicates man-made global warming, while others believe it is natural climate variability.

Global warming will alter the range and behavior of plants and animals, changing the balance of ecosystems.

A rise in atmospheric levels of carbon dioxide and other greenhouse gases is causing the earth's surface to become warmer.

Global warming could result in job loss for millions of farmers in coastal areas.

Explain:

THE ATLANTIC COD FISHERY

Off the northeastern shore of North America, from the island of Newfoundland in Canada south to New England in the United States, there is a series of shallow areas called banks. Several large banks off Newfoundland are together called the Grand Banks, huge shoals on the edge of the North American continental shelf, where the warm waters of the Gulf Stream meet the cold waters of the Labrador Current. As the currents brush each other, they stir up minerals from the ocean floor, providing nutrients for plankton and tiny shrimp-like creatures called krill, which feed on the plankton. Herring and other small fish rise to the surface to eat the krill. Groundfish, such as the Atlantic cod, live in the ocean’s bottom layer, congregating in the shallow waters where they prey on krill and small fish. This rich environment has produced cod by the millions and once had a greater density of cod than anywhere else on Earth.

Beginning in the eleventh century, boats from the ports of northwestern Europe arrived to fish the Grand Banks. For the next eight centuries, the entire Newfoundland economy was based on Europeans arriving, catching fish for a few months in the summer, and then taking fish back to European markets. Cod laid out to dry on wooden “flakes” was a common sight in the fishing villages dotting the coast. Settlers in the region used to think the only sea creature worth talking about was cod, and in the local speech the word “fish” became synonymous with cod. Newfoundland’s national dish was a pudding whose main ingredient was cod.

By the nineteenth century, the Newfoundland fishery was largely controlled by merchants based in the capital at St. John’s. They marketed the catch supplied by the fishers working out of more than 600 villages around the long coastline. In return, the merchants provided fishing equipment, clothing, and all the food that could not be grown in the island’s thin, rocky soil. This system kept the fishers in a continuous state of debt and dependence on the merchants.

Until the twentieth century, fishers believed in the cod’s ability to replenish itself and thought that overfishing was impossible. However, Newfoundland’s cod fishery began to show signs of trouble during the 1930s, when cod failed to support the fishers and thousands were unemployed. The slump lasted for the next few decades. Then, when an international agreement in 1977 established the 200-mile offshore fishing limit, the Canadian government decided to build up the modem Grand Banks fleet and make fishing a viable economic base for Newfoundland again. All of Newfoundland’s seafood companies were merged into one conglomerate. By the 1980s, the conglomerate was prospering, and cod were commanding excellent prices in the market. Consequently, there was a significant increase in the number of fishers and fish-processing plant workers.

However, while the offshore fishery was prospering, the inshore fishermen found their catches dropping off. (1) In 1992 the Canadian government responded by closing the Grand Banks to groundfishing. (2) Newfoundland’s cod fishing and processing industries were shut down in a bid to let the vanishing stocks recover. (3) The moratorium was extended in 1994, when all of the Atlantic cod fisheries in Canada were closed, except for one in Nova Scotia, and strict quotas were placed on other species of groundfish. (4) Canada’s cod fishing industry collapsed, and around 40,000 fishers and other industry workers were put out of work.

Atlantic cod stocks had once been so plentiful that early explorers joked about walking on the backs of the teeming fish. Today, cod stocks are at historically low levels and show no signs of imminent recovery, even after drastic conservation measures and severely limited fishing. Fishermen often blame the diminishing stocks on seals, which prey on cod and other species, but scientists believe that decades of overfishing are to blame. Studies on fish populations have shown that cod disappeared from Newfoundland at the same time that stocks started rebuilding in Norway, raising the possibility that the cod had migrated. Still, no one can predict whether and when the cod will return to the Grand Banks.

77. The word “shoals” in paragraph 1 is closest in meaning to ................

mountains

currents

shallows

islands

Explain:

78. What physical process occurs in the region of the Grand Banks?

Tides transport plankton and small fish.

Nutrient-rich water flows in from rivers.

Underwater hot springs heat the water.

Warm and cold currents come together.

Explain:

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

The Grand Banks used to have the world's largest concentration of cod because of favorable natural conditions.

The Grand Banks is the only place on Earth where cod are known to come together in extremely large groups.

Millions of cod come to the Grand Banks every year to feed on the abundant supplies of herring and other small fish.

The environmental resources of the Grand Banks have made many people wealthy from cod fishing.

Explain:

80. The phrase “the region” in paragraph 2 refers to ................

Newfoundland

northwestern Europe

New England

the Grand Banks

Explain:

81. Why does the author mention “Newfoundland′s national dish” in paragraph 2?

To show that Newfoundland used to be a separate country

To describe the daily life of people in Newfoundland

To stress the economic and cultural significance of cod

To encourage the development of tourism in Newfoundland

Explain:

82. All of the following statements characterized Newfoundland′s cod fishery in the past EXCEPT

Fishers were dependent on merchants in the capital.

Cod were placed on wooden “flakes” for drying.

Cod were the foundation of the island's economy.

Fishers competed with farmers for natural resources.

Explain:

83. The word “replenish” in paragraph 4 is closest in meaning to ................

repair

defend

improve

restock

Explain:

84. What event first signaled the overfishing of the Atlantic cod?

An increase in the number of fishers and fish-processing plants

The merging of seafood companies into one huge conglomerate

The failure of cod to support thousands of fishers in the 1930s

The government moratorium on cod fishing during the 1990s

Explain:

85. Why did the Canadian government decide to build up the Grand Banks fishing fleet?

The shipbuilding sector of the economy was in a slump.

The 200-mile limit was seen as an economic opportunity.

Canada faced stiff competition from other fishing nations.

There had not been enough boats to handle all the fish.

Explain:

86. The word “commanding” in paragraph 4 is closest in meaning to ................

missing

receiving

suggesting

defying

Explain:

87. It can be inferred from paragraph 6 that the author most likely believes which of the following about the future of the Atlantic cod fishery?

The center of the Atlantic cod fishery will shift to Norway.

It may be a long time before cod stocks recover from overfishing.

The cod will return to the Grand Banks if seal hunting is allowed.

The fishery will improve if the government lifts the fishing ban.

Explain:

88. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “They suspected this was because the offshore draggers were taking so many cod that the fish did not have a chance to migrate inshore to reproduce.” could be added to the passage. Where would the sentence best fit?

Number 2

Number 3

Number 1

Number 4

Explain:

89. An introductory sentence for a brief summary of the passage is “The Atlantic cod fishery has shaped Newfoundland′s economy for centuries.” 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.

Despite severe limits on fishing, cod stocks remain at low levels and show few signs of recovery.

The Atlantic cod is a groundfish that preys on herring and small fish that eat krill.

Newfoundland exports millions of dollars worth of crab and other shellfish every year.

The Canadian government tried to diversity Newfoundland's economy in the 1980s.

Atlantic cod stocks were once plentiful in the rich environment around the Grand Banks.

Cod fishing was so successful that few people considered the possibility of overfishing until fish stocks fell.

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.

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

provide an example of a way that military units travel

describe the aggressive nature of a school of fish

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

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

Explain:

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

pairs

shapes

masses

patterns

Explain:

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

it is fully understood

it can involve a number of different fish behaviors

it is quite common

it can involve large numbers of fish

Explain:

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

A young, hungry fish

A large, older fish

A smaller, colorful fish

A tiny, shiny fish

Explain:

94. 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 4

Number 2

Number 1

Number 3

Explain:

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

existence

fish

function

behavior

Explain:

96. 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.

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

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.

Fish travel in schools to protect themselves in various ways.

Explain:

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

multitude

solitude

interlude

similitude

Explain:

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

it is usually successful in wiping out the entire school

it attacks only schools that lack sense organs

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

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

Explain:

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

fish in schools rarely have distinct markings

the bright coloration makes it easier for predators to spot fish

schooling fish tend to have muted coloration

the effect of coloration is multiplied when fish are massed together

Explain:

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

timely

careful

tiny

instant

Explain:

101. 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.

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

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

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.

Explain:

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

it is unclear how a problem can be resolved

a second issue is about to be presented

contradictory information is about to be presented

it is necessary to clarify a previously made point

Explain:

103. According to paragraph 3, ................

fish cannot see well

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

fish can see quite well in the dark

not all fish use sight to remain in schools

Explain:

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

deep

warm

clear

cloudy

Explain:

105. 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 3

Number 4

Explain:

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

see well in dark water

swim in water where the visibility is low

stay in schools when they cannot see well

use their sight to stay in schools

Explain:

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

in fish is similar to sense organs in other animals

contains lines of pores

Explain:

108. 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 may move in schools by using various senses.

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

Fish most likely move in schools in various ways.

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

Explain:

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

Large numbers provide protection.

Lateral sense organs provide protection.

Sight provides protection.

Lateral sense organs enable some fish to school.

Coloration provides protection.

Sight enables some fish to school.

Coloration enables some fish to move.

Explain:

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

Sight provides protection.

Lateral sense organs provide protection.

Coloration enables some fish to move.

Large numbers provide protection.

Sight enables some fish to school.

Lateral sense organs enable some fish to school.

Coloration provides protection.

Explain:

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Score: 0/10

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Date

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