|
Reading Section
GREEN ICEBERGS Icebergs are massive blocks of ice, irregular in shape; they float with only about 12 percent of their mass above the sea surface. They are formed by glaciers—large rivers of ice that begin inland in the snows of Greenland, Antarctica, and Alaska—and move slowly toward the sea. The forward movement, the melting at the base of the glacier where it meets the ocean, and waves and tidal action cause blocks of ice to break off and float out to sea. Icebergs are ordinarily blue to white, although they sometimes appear dark or opaque because they carry gravel and bits of rock. They may change color with changing light conditions and cloud cover, glowing pink or gold in the morning or evening light, but this color change is generally related to the low angle of the Sun above the horizon. However, travelers to Antarctica have repeatedly reported seeing green icebergs in the Weddell Sea and, more commonly, close to the Amery Ice Shelf in East Antarctica. One explanation for green icebergs attributes their color to an optical illusion when blue ice is illuminated by a near-horizon red Sun, but green icebergs stand out among white and blue icebergs under a great variety of light conditions. Another suggestion is that the color might be related to ice with high levels of metallic compounds, including copper and iron. Recent expeditions have taken ice samples from green icebergs and ice cores—vertical, cylindrical ice samples reaching down to great depths—from the glacial ice shelves along the Antarctic continent. Analyses of these cores and samples provide a different solution to the problem. The ice shelf cores, with a total length of 215 meters (705 feet), were long enough to penetrate through glacial ice—which is formed from the compaction of snow and contains air bubbles—and to continue into the clear, bubble-free ice formed from seawater that freezes onto the bottom of the glacial ice. The properties of this clear sea ice were very similar to the ice from the green iceberg. The scientists concluded that green icebergs form when a two-layer block of shelf ice breaks away and capsizes (turns upside down), exposing the bubble-free shelf ice that was formed from seawater. A green iceberg that stranded just west of the Amery Ice Shelf showed two distinct layers: bubbly blue-white ice and bubble-free green ice separated by a one- meter-long ice layer containing sediments. The green ice portion was textured by seawater erosion. Where cracks were present, the color was light green because of light scattering; where no cracks were present, the color was dark green. No air bubbles were present in the green ice, suggesting that the ice was not formed from the compression of snow but instead from the freezing of seawater. Large concentrations of single-celled organisms with green pigments (coloring substances) occur along the edges of the ice shelves in this region, and the seawater is rich in their decomposing organic material. The green iceberg did not contain large amounts of particles from these organisms, but the ice had accumulated dissolved organic matter from the seawater. It appears that unlike salt, dissolved organic substances are not excluded from the ice in the freezing process. Analysis shows that the dissolved organic material absorbs enough blue wavelengths from solar light to make the ice appear green. Chemical evidence shows that platelets (minute flat portions) of ice form in the water and then accrete and stick to the bottom of the ice shelf to form a slush (partially melted snow). The slush is compacted by an unknown mechanism, and solid, bubblefree ice is formed from water high in soluble organic substances. When an iceberg separates from the ice shelf and capsizes, the green ice is exposed. The Amery Ice Shelf appears to be uniquely suited to the production of green ice-bergs. Once detached from the ice shelf, these bergs drift in the currents and wind systems surrounding Antarctica and can be found scattered among Antarctica's less colorful icebergs. Icebergs are massive blocks of ice, irregular in shape; they float with only about 12 percent of their mass above the sea surface. They are formed by glaciers—large rivers of ice that begin inland in the snows of Greenland, Antarctica, and Alaska—and move slowly toward the sea. The forward movement, the melting at the base of the glacier where it meets the ocean, and waves and tidal action cause blocks of ice to break off and float out to sea.
| 1. According to paragraph 1, all of the following are true of icebergs EXCEPT ................ |
1
| |
A. |
Waves and tides cause them to break off glaciers. |
| |
B. |
Most of their mass is above the sea surface. |
| |
C. |
They are formed where glaciers meet the ocean. |
| |
D. |
They do not have a regular shape. |
|
Explain: |
| 2. According to paragraph 2, what causes icebergs to sometimes appear dark or opaque? ................ |
2
| |
A. |
The presence of gravel or bits of rock |
| |
B. |
The presence of large cracks in their surface |
| |
C. |
The low angle of the Sun above the horizon |
|
Explain: |
| 3. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information. |
3
| |
A. |
One explanation for the color of green icebergs attributes their color to an optical illusion that occurs when the light from a near-horizon red Sun shines on a blue iceberg. |
| |
B. |
One explanation for green icebergs attributes their color to a great variety of light conditions, but green icebergs stand out best among other icebergs when illuminated by a near-horizon red Sun. |
| |
C. |
One explanation notes that green icebergs stand out among other icebergs under a great variety of light conditions, but this is attributed to an optical illusion. |
| |
D. |
One explanation attributes the color of green icebergs to an optical illusion under special light conditions, but green icebergs appear distinct from other icebergs under a great variety of light conditions. |
|
Explain: |
| 4. The word “penetrate” in the passage is closest in meaning to ................ |
4
|
|
Explain: |
| 5. According to paragraph 4, how is glacial ice formed? |
5
| |
A. |
By the freezing of seawater on the bottom of ice shelves |
| |
B. |
By breaking away from the ice shelf |
| |
C. |
By the compaction of snow |
| |
D. |
By the capsizing of a two-layer block of shelf ice |
|
Explain: |
| 6. According to paragraph 4, ice shelf cores helped scientists explain the formation of green icebergs by showing that ................ |
6
| |
A. |
the ice at the bottom of green icebergs is bubble-free ice formed from frozen seawater |
| |
B. |
glacial ice is lighter and floats better than sea ice |
| |
C. |
the clear sea ice at the bottom of the ice shelf is similar to ice from a green iceberg |
| |
D. |
bubble-free ice is found at the top of the ice shelf |
|
Explain: |
| 7. Why does the author mention that "The green ice portion was textured by seawater erosion"? |
7
| |
A. |
To explain how the air bubbles had been removed from the green ice |
| |
B. |
To support the idea that the green ice had been the bottom layer before capsizing |
| |
C. |
To suggest that green ice is more easily eroded by seawater than white ice is |
| |
D. |
To explain why cracks in the iceberg appeared light green instead of dark green |
|
Explain: |
| 8. The word “accumulated” in the passage is closest in meaning to ................ |
8
|
|
Explain: |
| 9. The word “excluded” in the passage is closest in meaning to ................ |
9
|
|
Explain: |
| 10. The word “accrete” in the passage is closest in meaning to |
10
|
|
Explain: |
| 11. Which of the following is NOT explained in the passage? |
11
| |
A. |
Why green icebergs are commonly produced in some parts of Antarctica |
| |
B. |
Why blocks of ice break off where glaciers meet the ocean |
| |
C. |
Why blocks of shelf ice sometimes capsize after breaking off |
| |
D. |
Why green icebergs contain large amounts of dissolved organic pigments |
|
Explain: |
| 12. The passage supports which of the following statements about the Amery Ice Shelf? |
12
| |
A. |
The Amery Ice Shelf produces green icebergs because its ice contains high levels of metallic compounds such as copper and iron. |
| |
B. |
The Amery Ice Shelf produces green icebergs because the seawater is rich in a particular kind of soluble organic material. |
| |
C. |
No green icebergs are found far from the Amery Ice Shelf. |
| |
D. |
The Amery Ice Shelf produces only green icebergs. |
|
Explain: |
| 13. Look at the four numbers (1), (2), (3) and (4) that indicate where the sentence “Scientists have differed as to whether icebergs appear green as a result of light conditions or because of something in the ice itself.” could be added to the passage. Where would the sentence best fit? |
13
|
|
Explain: |
| 14. An introductory sentence for a brief summary of the passage is “Several suggestions, ranging from light conditions to the presence of metallic compounds, have been offered to explain why some icebergs appear green.”. 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. |
14
| |
A. |
Green icebergs are white until they come into contact with seawater containing platelets and soluble organic green pigments. |
| |
B. |
Green icebergs form when a two- layer block of ice breaks away from a glacier and capsizes, exposing the bottom sea ice to view. |
| |
C. |
In a green iceberg, the sea ice contains large concentrations of organic matter from the seawater. |
| |
D. |
Ice cores and samples revealed that both ice shelves and green icebergs contain a layer of bubbly glacial ice and a layer of bubble-free sea ice. |
| |
E. |
All ice shelves can produce green icebergs, but the Amery Ice Shelf is especially well suited to do so. |
| |
F. |
Ice cores were used to determine that green icebergs were formed from the compaction of metallic compounds, including copper and iron. |
|
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.
| 15. What is the main reason that people developed methods of refrigeration? |
15
| |
A. |
They needed to slow the natural processes that cause food to spoil. |
| |
B. |
They wanted to expand the production of certain industries. |
| |
C. |
They wanted to improve the flavor and nutritional value of food. |
| |
D. |
They needed a use for the ice that formed on lakes and rivers. |
|
Explain: |
| 16. The word “perishable” in paragraph 1 is closest in meaning to ................ |
16
|
|
Explain: |
| 17. What can be inferred from paragraph 1 about cold storage before the invention of artificial refrigeration? |
17
| |
A. |
It was dependent on a source of ice or snow. |
| |
B. |
It kept food cold for only about a week. |
| |
C. |
It was not a safe method of preserving meat. |
| |
D. |
It required a container made of metal or wood. |
|
Explain: |
| 18. Artificial refrigeration involves all of the following processes EXCEPT ................ |
18
| |
A. |
the pumping of water vapor through a pipe |
| |
B. |
the rapid expansion of certain gases |
| |
C. |
the transfer of heat from one place to another |
| |
D. |
the evaporation of a volatile liquid |
|
Explain: |
| 19. 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. |
19
| |
A. |
It takes a lot of energy to transform a liquid into a vapor, especially when the vapor loses heat. |
| |
B. |
Some gases expand rapidly and give off energy when they encounter a very cold liquid. |
| |
C. |
During evaporation, the vapor molecules use energy, and the liquid becomes colder. |
| |
D. |
When kinetic energy is changed to heat energy, liquid molecules turn into vapor molecules. |
|
Explain: |
| 20. According to the passage, who was the first person to use artificial refrigeration for a practical purpose? |
20
|
|
Explain: |
| 21. The word “it” in paragraph 3 refers to ................ |
21
|
|
Explain: |
| 22. Why does the author discuss the brewing industry in paragraph 4? |
22
| |
A. |
To show how refrigeration changed a whole industry |
| |
B. |
To compare cave storage with mechanical refrigeration |
| |
C. |
To praise the accomplishments of a prominent brewer |
| |
D. |
To describe the unique problems that brewers faced |
|
Explain: |
| 23. The word “constrained” in paragraph 4 is closest in meaning to ................ |
23
|
|
Explain: |
| 24. According to the passage, the first refrigerated railcar used what material as a cooling agent? |
24
|
|
Explain: |
| 25. The word “toxic” in paragraph 5 is closest in meaning to ................ |
25
|
|
Explain: |
| 26. 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? |
26
|
|
Explain: |
| 27. 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. |
27
| |
A. |
Artificial refrigeration was made possible by the compression and evaporation of a volatile substance. |
| |
B. |
People used to preserve food by packing it with ice or snow in cold storage areas. |
| |
C. |
A refrigerator has an evaporator that makes the inside of the refrigerator cold. |
| |
D. |
William Cullen developed a method of artificial refrigeration in 1748. |
| |
E. |
CFCs have not been used as refrigerants since they were found to damage the earth's ozone layer. |
| |
F. |
Practical uses of vapor-compression refrigeration were introduced in the nineteenth century. |
|
Explain: |
CLOUD FORMATION Water vapor is an invisible gas, but its condensation and deposition products - water droplets and ice crystals - are visible to us as clouds. A cloud is an aggregate of tiny water droplets or ice crystals suspended in the atmosphere above the earth’s surface, the visible indication of condensation and deposition of water vapor within the atmosphere. Laboratory studies have demonstrated that in clean air - air free of dust and other particles - condensation or deposition of water vapor requires supersaturated conditions, that is, a relative humidity greater than 100 percent. When humid air is cooled, usually by convection, unequal heating of the ground surface creates rising air currents. As the air ascends, it expands and cools. Eventually it reaches its dew point, the temperature at which the invisible water vapor in the air condenses into a collection of water droplets. From the ground, we see these tiny particles as a cloud. If the droplets continue to acquire moisture and grow large enough, they fall from the cloud as rain. Clouds occur in a wide variety of forms because they are shaped by many processes operating in the atmosphere. In fact, monitoring changes in clouds and cloud cover often will provide clues about future weather. British naturalist Luke Howard was among the first to devise a system for grouping clouds. Formulated in 1803, the essentials of Howard’s classification scheme are still in use today. Contemporary weather forecasters still divide clouds into two main groups: heaped clouds, resulting from rising unstable air currents; and layered clouds, resulting from stable air. Clouds are also classified according to their appearance, their altitude, and by whether or not they produce precipitation. Based on appearance, the simplest distinction is among cumulus, stratus, and cirrus clouds. Cumulus clouds occur as heaps or puffs, stratus clouds are layered, and cirrus clouds look like threads. Based on altitude, the most common clouds in the troposphere are grouped into four families: low clouds, middle clouds, high clouds, and clouds exhibiting vertical development. Low, middle, and high clouds are produced by gentle uplift of air over broad areas. Those with vertical development generally cover smaller areas and are associated with much more vigorous uplift. Cumulus clouds are dense, white, heaped clouds capped with a cauliflower-like dome created by convection. Low-level cumulus clouds are detached from one another and generally have well-defined bases. Their outlines are sharp, and they often develop vertically in the form of rising puffs, mounds, domes, or towers. The sunlit parts are brilliant white; the base is relatively dark and roughly horizontal. Stratus, or layered, clouds grow from top to bottom in wide sheets, or strata, with minimal vertical and extended horizontal dimensions. These clouds spread laterally to form layers that sometimes cover the entire sky, to the horizon and beyond, like a formless blanket. The air is stable, with little or no convection present. While cumulus and stratus clouds generally form at low or middle altitudes, a third type of cloud forms at high altitudes. (1) Cirrus clouds are detached clouds that take the form of delicate white filaments, strands, or hooks. These clouds can be seen at close hand from the window of a jet plane flying above 25,000 feet. (2) When viewed from the ground, bands of threadlike cirrus clouds often seem to emerge from a single point on the western horizon and spread across the entire sky. Cirrus clouds are composed almost exclusively of ice crystals. (3) Their fibrous appearance results from the wind “stretching” streamers of falling ice particles into feathery strands called “mares’ tails.” (4) Snow crystals may fall from thicker, darker cirrus clouds, but they usually evaporate in the drier air below the cloud.
| 28. The word “suspended” in paragraph 1 is closest in meaning to ................ |
28
|
|
Explain: |
| 29. 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. |
29
| |
A. |
Scientists have been able to stimulate the formation of clouds in the laboratory with a success rate of 100 percent. |
| |
B. |
A relative humidity of more than 100 percent can occur only when the air is clean and dust-free. |
| |
C. |
If the air contains no dust particles, water vapor will condense and create extremely humid weather conditions. |
| |
D. |
Research shows that the formation of clouds in clean air depends on a relative humidity of over 100 percent. |
|
Explain: |
| 30. What happens at the dew point? |
30
| |
A. |
Water vapor condenses. |
| |
C. |
The ground becomes warmer. |
| |
D. |
Cool air starts to fall. |
|
Explain: |
| 31. Why does the author mention “Luke Howard” in paragraph 3? |
31
| |
A. |
To name the first scientist who could predict the weather |
| |
B. |
To describe the biography of a famous British naturalist |
| |
C. |
To identify the inventor of our system for classifying clouds |
| |
D. |
To give an example of an idea that was not accepted at first |
|
Explain: |
| 32. The word “Those” in paragraph 4 refers to ................ |
32
|
|
Explain: |
| 33. Cumulus clouds are characterized by all of the following EXCEPT ................ |
33
|
|
Explain: |
| 34. The word “sharp” in paragraph 5 is closest in meaning to ................ |
34
|
|
Explain: |
| 35. It can be inferred from the passage that stratus clouds ................ |
35
| |
A. |
differ from cumulus clouds in appearance |
| |
B. |
are sometimes very difficult to identity |
| |
C. |
are likely to produce precipitation |
| |
D. |
form layers above other clouds in the sky |
|
Explain: |
| 36. The word “fibrous” in paragraph 7 is closest in meaning to ................ |
36
|
|
Explain: |
| 37. Look at the four numbers (1), (2), (3) and (4), which indicate where the sentence “These strands often warn of the approach of a warm front signaling the advance of a storm system.” could be added to the passage. Where would the sentence best fit? |
37
|
|
Explain: |
| 38. Choose the sentences that describe the Layered Clouds. |
38
| |
A. |
These clouds form when the air is stable and no convection occurs. |
| |
B. |
They form when water droplets acquire moisture and grow very large. |
| |
C. |
They can spread out like a blanket covering the whole sky. |
| |
D. |
Rising, unstable air currents lead to the formation of this type of cloud. |
| |
E. |
They often develop vertically in the shape of domes, mounds, or towers. |
| |
F. |
These clouds have a fluffy white top and a flatter, darker bottom. |
|
Explain: |
| 39. Choose the sentences that describe the Heaped Clouds. |
39
| |
A. |
These clouds have a fluffy white top and a flatter, darker bottom. |
| |
B. |
This type of cloud forms at altitudes at least 25,000 feet above the earth. |
| |
C. |
They often develop vertically in the shape of domes, mounds, or towers. |
| |
D. |
These clouds form when the air is stable and no convection occurs. |
| |
E. |
They can spread out like a blanket covering the whole sky. |
| |
F. |
Rising, unstable air currents lead to the formation of this type of cloud. |
|
Explain: |
LOIE FULLER The United States dancer Loie Fuller (1862-1928) found theatrical dance in the late nineteenth century artistically unfulfilling. She considered herself an artist rather than a mere entertainer, and she, in turn, attracted the notice of other artists. Fuller devised a type of dance that focused on the shifting play of lights and colors on the voluminous skirts or draperies she wore, which she kept in constant motion principally through movements of her arms, sometimes extended with wands concealed under her costumes. She rejected the technical virtuosity of movement in ballet, the most prestigious form of theatrical dance at that time, perhaps because her formal dance training was minimal. Although her early theatrical career had included stints as an actress, she was not primarily interested in storytelling or expressing emotions through dance; the drama of her dancing emanated from her visual effects. Although she discovered and introduced her art in the United States, she achieved her greatest glory in Paris, where she was engaged by the Folies Bergère in 1892 and soon became "La Loie," the darling of Parisian audiences. Many of her dances represented elements or natural objects—Fire, the Lily, the Butterfly, and so on—and thus accorded well with the fashionable Art Nouveau style, which emphasized nature imagery and fluid, sinuous lines. Her dancing also attracted the attention of French poets and painters of the period, for it appealed to their liking for mystery, their belief in art for art's sake, a nineteenth-century idea that art is valuable in itself rather than because it may have some moral or educational benefit, and their efforts to synthesize form and content. Fuller had scientific leanings and constantly experimented with electrical lighting (which was then in its infancy), colored gels, slide projections, and other aspects of stage technology. She invented and patented special arrangements of mirrors and concocted chemical dyes for her draperies. Her interest in color and light paralleled the research of several artists of the period, notably the painter Seurat, famed for his Pointillist technique of creating a sense of shapes and light on canvas by applying extremely small dots of color rather than by painting lines. One of Fuller's major inventions was underlighting, in which she stood on a pane of frosted glass illuminated from underneath. This was particularly effective in her Fire Dance (1895), performed to the music of Richard Wagner's "Ride of the Valkyries." The dance caught the eye of artist Henri de Toulouse-Lautrec, who depicted it in a lithograph. As her technological expertise grew more sophisticated, so did the other aspects of her dances. (1) Although she gave little thought to music in her earliest dances, she later used scores by Gluck, Beethoven, Schubert, Chopin, and Wagner, eventually graduating to Stravinsky, Fauré, Debussy, and Mussorgsky, composers who were then considered progressive. (2) She began to address more ambitious themes in her dances such as The Sea, in which her dancers invisibly agitated a huge expanse of silk, played upon by colored lights. (3) Always open to scientific and technological innovations, she befriended the scientists Marie and Pierre Curie upon their discovery of radium and created a Radium Dance, which simulated the phosphorescence of that element. (4) She both appeared in films—then in an early stage of development—and made them herself; the hero of her fairy-tale film Le Lys de la Vie (1919) was played by René Clair, later a leading French film director. At the Paris Exposition in 1900, she had her own theater, where, in addition to her own dances, she presented pantomimes by the Japanese actress Sada Yocco. She as-sembled an all-female company at this time and established a school around 1908, but neither survived her. Although she is remembered today chiefly for her innovations in stage lighting, her activities also touched Isadora Duncan and Ruth St. Denis, two other United States dancers who were experimenting with new types of dance. She sponsored Duncan's first appearance in Europe. Her theater at the Paris Exposition was visited by St. Denis, who found new ideas about stagecraft in Fuller's work and fresh sources for her art in Sada Yocco's plays. In 1924 St. Denis paid tribute to Fuller with the duet Valse a la Loie.
| 40. What can be inferred from paragraph 1 about theatrical dance in the late nineteenth century? |
40
| |
A. |
It was a relatively new art form in the United States. |
| |
B. |
It influenced many artists outside of the field of dance. |
| |
C. |
It was more a form of entertainment than a form of serious art. |
| |
D. |
It was very similar to theatrical dance of the early nineteenth century. |
|
Explain: |
| 41. According to paragraph 2, all of the following are characteristic of Fuller′s type of dance EXCEPT ................ |
41
| |
A. |
continuous movement of her costumes |
| |
B. |
technical virtuosity of movement |
| |
C. |
large and full costumes |
| |
D. |
experimentation using color |
|
Explain: |
| 42. The word “prestigious” in the passage is closest in meaning to ................ |
42
|
|
Explain: |
| 43. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information. |
43
| |
A. |
Fuller used visual effects to dramatize the stories and emotions expressed in her work. |
| |
B. |
Fuller's focus on the visual effects of dance resulted from her early theatrical training as an actress. |
| |
C. |
Fuller believed that the drama of her dancing sprang from her emotional style of storytelling. |
| |
D. |
Fuller was more interested in dance's visual impact than in its narrative or emotional possibilities. |
|
Explain: |
| 44. The word “engaged” in the passage is closest in meaning to ................ |
44
|
|
Explain: |
| 45. The word “synthesize” in the passage is closest in meaning to ................ |
45
|
|
Explain: |
| 46. According to paragraph 3, why was Fuller′s work well received in Paris? |
46
| |
A. |
Parisian audiences were particularly interested in artists and artistic movements from the United States. |
| |
B. |
Influential poets tried to interest dancers in Fuller's work when she arrived in Paris. |
| |
C. |
Fuller's dances were in harmony with the artistic values already present in Paris. |
| |
D. |
Fuller's work at this time borrowed directly from French artists working in other media. |
|
Explain: |
| 47. According to paragraph 4, Fuller′s Fire Dance was notable in part for its ................ |
47
| |
A. |
use of colored gels to illuminate glass |
| |
B. |
use of dyes and paints to create an image of fire |
| |
C. |
technique of lighting the dancer from beneath |
| |
D. |
draperies with small dots resembling the Pointillist technique of Seurat |
|
Explain: |
| 48. Why does the author mention Fuller′s The Sea? |
48
| |
A. |
To illustrate how Fuller's interest in science was reflected in her work |
| |
B. |
To explain why Fuller sometimes used music by progressive composers |
| |
C. |
To illustrate a particular way in which Fuller developed as an artist |
| |
D. |
To point out a dance of Fuller's in which music did not play an important role |
|
Explain: |
| 49. The word “agitated” in the passage is closest in meaning to ................ |
49
| |
C. |
arranged themselves in |
|
Explain: |
| 50. According to paragraph 6, what was true of Fuller′s theater at the Paris Exposition? |
50
| |
A. |
It featured performances by prominent male as well as female dancers. |
| |
B. |
It presented some works that were not by Fuller. |
| |
C. |
It became a famous school that is still named in honor of Fuller. |
| |
D. |
It continued to operate as a theater after Fuller died. |
|
Explain: |
| 51. The passage mentions which of the following as a dance of Fuller′s that was set to music? |
51
|
|
Explain: |
| 52. Look at the four numbers (1), (2), (3) and (4) that indicate where the sentence “For all her originality in dance, her interests expanded beyond it into newly emerging artistic media.” could be added to the passage. Where would the sentence best fit? |
52
|
|
Explain: |
| 53. An introductory sentence for a brief summary of the passage is “Loie Fuller was an important and innovative dancer.”. 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. |
53
| |
A. |
Fuller continued to develop throughout her career, creating more complex works and exploring new artistic media. |
| |
B. |
Fuller believed that audiences in the late nineteenth century had lost interest in most theatrical dance. |
| |
C. |
Fuller introduced many technical innovations to the staging of theatrical dance. |
| |
D. |
By the 1920's, Fuller's theater at the Paris Exhibition had become the world center for innovative dance. |
| |
E. |
Fuller transformed dance in part by creating dance interpretations of works by poets and painters. |
| |
F. |
Fuller's work influenced a number of other dancers who were interested in experimental dance. |
|
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
| 54. The phrase “branch out” in paragraph 1 is closest in meaning to ................ |
54
|
|
Explain: |
| 55. 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. |
55
| |
A. |
Physical anthropologists investigate how intelligent human beings evolved from creatures that lived in trees. |
| |
B. |
People want to know more about the behavior of animals and how some animals acquire the ability to learn. |
| |
C. |
Some animal populations have the power to ask questions and to learn from the events of the past. |
| |
D. |
There are unanswered questions about why some tree-dwelling animals have evolved only two legs. |
|
Explain: |
| 56. The word “speculate” in paragraph 2 is closest in meaning to ................ |
56
|
|
Explain: |
| 57. Why does the author discuss the Leakey family in paragraph 3? |
57
| |
A. |
To compare hominid evidence from Tanzania with that from Kenya |
| |
B. |
To argue for an increase in the amount of research in Africa |
| |
C. |
To contradict earlier theories of human evolution |
| |
D. |
To give examples of fieldwork done by physical anthropologists |
|
Explain: |
| 58. Which of the following is of major interest to both physical and cultural anthropologists? |
58
| |
A. |
Clues about human beings who lived long ago |
| |
B. |
Religious beliefs and practices |
| |
C. |
Child rearing in societies around the world |
| |
D. |
Methods of physiology and genetics |
|
Explain: |
| 59. According to paragraph 4, cultural anthropologists who do fieldwork usually ................ |
59
| |
A. |
work at universities and museums interpreting the work of others |
| |
B. |
develop new technologies for gathering cultural data |
| |
C. |
write an account of the daily life of the people they study |
| |
D. |
discover hominid evidence indicating when humans evolved |
|
Explain: |
| 60. The phrase “sift through” in paragraph 4 is closest in meaning to ................ |
60
|
|
Explain: |
| 61. The word “They” in paragraph 4 refers to ................ |
61
|
|
Explain: |
| 62. According to the passage, Margaret Mead wrote about all of the following subjects EXCEPT ................ |
62
| |
A. |
relations between people of different races |
| |
B. |
economic systems of pioneer women |
| |
C. |
the nature of cultural change |
| |
D. |
the biological basis of gender |
|
Explain: |
| 63. It can be inferred from paragraph 5 that Margaret Mead′s work ................ |
63
| |
A. |
contradicted that of the Leakey family |
| |
B. |
opened Samoa to outside influences |
| |
C. |
is not widely read by anthropologists today |
| |
D. |
made an impact on the field of anthropology |
|
Explain: |
| 64. 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? |
64
|
|
Explain: |
| 65. Choose THREE sentences that describe the Physical Anthropology |
65
| |
A. |
This field studies life on many different scales of size and time. |
| |
B. |
Researchers live and work in other societies and write ethnographies. |
| |
C. |
The story of humanity's origins is a major topic of investigation. |
| |
D. |
Researchers observe similarities between humans and other primates. |
| |
E. |
The focus is on the similarities and differences among cultures. |
| |
F. |
Scientists examine the fossils and skulls of early humans. |
| |
G. |
It is the study of the origin, history, and structure of the earth. |
|
Explain: |
| 66. Choose TWO sentences that describe the Cultural Anthropology |
66
| |
A. |
Researchers observe similarities between humans and other primates. |
| |
B. |
It is the study of the origin, history, and structure of the earth. |
| |
C. |
Scientists examine the fossils and skulls of early humans. |
| |
D. |
Researchers live and work in other societies and write ethnographies. |
| |
E. |
The story of humanity's origins is a major topic of investigation. |
| |
F. |
This field studies life on many different scales of size and time. |
| |
G. |
The focus is on the similarities and differences among cultures. |
|
Explain: |
|
Score: 0/10
|