Reading Section
PULSARS There is still much for astronomers to learn about pulsars. Based on what is known, the term pulsar is used to describe the phenomenon of short, precisely timed radio bursts that are emitted from somewhere in space. Though all is not known about pulsars, they are now believed in reality to emanate from spinning neutron stars, highly reduced cores of collapsed stars that are theorized to exist. Pulsars were discovered in 1967, when Jocelyn Bell, a graduate student at Cambridge University, noticed an unusual pattern on a chart from a radio telescope. What made this pattern unusual was that, unlike other radio signals from celestial objects, this series of pulses had a highly regular period of 1.33730119 seconds. Because day after day the pulses came from the same place among the stars, Cambridge researchers came to the conclusion that they could not have come from a local source such as an Earth satellite. (1) A name was needed for this newly discovered phenomenon. (2) The possibility that the signals were coming from a distant civilization was considered, and at that point the idea of naming the phenomenon L.G.M. (short for Little Green Men) was raised. (3) However, after researchers had found three more regularly pulsing objects in other parts of the sky over the next few weeks, the name pulsar was selected instead of L.G.M. (4) As more and more pulsars were found, astronomers engaged in debates over their nature. It was determined that a pulsar could not be a star inasmuch as a normal star is too big to pulse so fast. The question was also raised as to whether a pulsar might be a white dwarf star, a dying star that has collapsed to approximately the size of the Earth and is slowly cooling off. However, this idea was also rejected because the fastest pulsar known at the time pulsed around thirty times per second and a white dwarf, which is the smallest known type of star, would not hold together if it were to spin that fast. The final conclusion among astronomers was that only a neutron star, which is theorized to be the remaining core of a collapsed star that has been reduced to a highly dense radius of only around 10 kilometers, was small enough to be a pulsar. Further evidence of the link between pulsars and neutron stars was found in 1968, when a pulsar was found in the middle of the Crab Nebula. The Crab Nebula is what remains of the supernova of the year 1054, and inasmuch as it has been theorized that neutron stars sometimes remain following supernova explosions, it is believed that the pulsar coming from the Crab Nebula is evidently just such a neutron star. (5) The generally accepted theory for pulsars is the lighthouse theory, which is based upon a consideration of the theoretical properties of neutron stars and the observed properties of pulsars. (6) According to the lighthouse theory, a spinning neutron star emits beams of radiation that sweep through the sky, and when one of the beams passes over the Earth, it is detectable on Earth. (7) It is known as the lighthouse theory because the emissions from neutron stars are similar to the pulses of light emitted from lighthouses as they sweep over the ocean; the name lighthouse is therefore actually more appropriate than the name pulsar. (8)
1. The phrase “emanate from” in paragraph 1 is closest in meaning to ................ |
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receive directions from |
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Explain: |
2. Which of the sentences below expresses the essential information in the highlighted sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out essential information. ................ |
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It was unusual for celestial objects to emit radio signals. |
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It was unusual that the pattern of the pulsars was so regular. |
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It was unusual for researchers to hear patterns from space. |
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It was unusual that the period of pulses was only slightly more than a second in length. |
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Explain: |
3. The word “they” in paragraph 2 refers to ................ |
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4. The word “raised” in paragraph 3 could best be replaced by ................ |
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5. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “This name was selected because it indicates a regularly pulsing radio source.” can be added to paragraph 3. Where would the sentence best fit? ................ |
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6. The phrase “engaged in” in paragraph 4 could best be replaced by ................ |
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7. The word “their” in paragraph 4 refers to ................ |
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8. Which of the sentences below expresses the essential information in the highlighted sentence in paragraph 4? Incorrect choices change the meaning in important ways or leave out essential information. ................ |
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White dwarfs cannot contain pulsars because white dwarfs spin much faster than pulsars. |
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Pulsars could not be white dwarfs because the frequency of the pulsars is too high. |
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Pulsars cannot spin very fast because they will fall apart if they spin fast. |
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White dwarfs cannot be dying stars because they cannot pulse at around thirty times per second. |
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Explain: |
9. The word “Further” in paragraph 5 is closest in meaning to ................ |
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10. Which of the sentences below expresses the essential information in the highlighted sentence in paragraph 5? Incorrect choices change the meaning in important ways or leave out essential information. ................ |
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It is believed that the supernova of1054 created the Crab Nebula, which contains a pulsing neutron star. |
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It is believed that the Crab Nebula is a pulsar that is on the verge of becoming a supernova. |
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It is believed that a pulsar created the Crab Nebula, which exploded in a supernova in 1054. |
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It is believed that a neutron star exploded in the supernova of 1054, creating the Crab Nebula. |
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11. The word “properties” in paragraph 6 is closest in meaning to ................ |
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12. The word “it” in paragraph 6 refers to ................ |
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a spinning neutron star |
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13. Look at the four numbers (5), (6), (7) and (8) which indicate where the sentence “The periodic flashing of pulsars is related to rotation rather than pulsing, so the name pulsar is actually not very accurate.” can be added to paragraph 6. Where would the sentence best fit? ................ |
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KETCHUP The sauce that is today called ketchup (or catsup) in Western cultures is a tomato-based sauce that is quite distinct from the Eastern ancestors of this product. A sauce called ke-tiap was in use in China at least as early as the seventeenth century, but the Chinese version of the sauce was made of pickled fish, shellfish, and spices. The popularity of this Chinese sauce spread to Singapore and Malaysia, where it was called kechap. The Indonesian sauce ketjab derives its name from the same source as the Malaysian sauce but is made from very different ingredients. The Indonesian ketjab is made by cooking black soy beans, fermenting them, placing them in a salt brine for at least a week, cooking the resulting solution further, and sweetening it heavily; this process results in a dark, thick, and sweet variation of soy sauce. Early in the eighteenth century, sailors from the British navy came across this exotic sauce on voyages to Malaysia and Singapore and brought samples of it back to England on return voyages. English chefs tried to recreate the sauce but were unable to do so exactly because key ingredients were unknown or unavailable in England; chefs ended up substituting ingredients such as mushrooms and walnuts in an attempt to recreate the special taste of the original Asian sauce. Variations of this sauce became quite the rage in eighteenth-century England, appearing in a number of recipe books and featured as an exotic addition to menus from the period. The English version did not contain tomatoes, and it was not until the end of the eighteenth century that tomatoes became a main ingredient, in the ketchup of trie newly created United States. It is quite notable that tomatoes were added to the sauce in that tomatoes had previously been considered quite dangerous to health. The tomato had been cultivated by the Aztecs, who had called it tomatl; however, early botanists had recognized that the tomato was a member of the Solanacaea family, which does include a number of poisonous plants. The leaves of the tomato plant are poisonous, though of course the fruit is not. (1) Thomas Jefferson, who cultivated the tomato in his gardens at Monticello and served dishes containing tomatoes at lavish feasts, often receives credit for changing the reputation of the tomato. (2) Soon after Jefferson had introduced the tomato to American society, recipes combining the newly fashionable tomato with the equally fashionable and exotic sauce known as ketchap began to appear. (3) By the middle of the nineteenth century, both the tomato and tomato ketchup were staples of the American kitchen. (4) Tomato ketchup, popular though it was, was quite time-consuming to prepare. In 1876, the first mass produced tomato ketchup, a product of German-American Henry Heinz, went on sale and achieved immediate success. From tomato ketchup, Heinz branched out into a number of other products, including various sauces, pickles, and relishes. By 1890, his company had expanded to include sixty-five different products but was in need of a marketing slogan. Heinz settled on the slogan “57 Varieties” because he liked the way that the digits 5 and 7 looked in print in spite of the fact that this slogan understated the number of products that he had at the time.
14. The word “ancestors” in paragraph 1 is closest in meaning to ................ |
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15. It is NOT stated in paragraph 1 that ................ |
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the Malaysian sauce was similar to the Chinese sauce |
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the Indonesian sauce was similar to the Chinese sauce |
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the Chinese sauce was in existence in the seventeenth century |
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the Chinese sauce was made from seafood and spices |
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Explain: |
16. The word “it” in paragraph 1 refers to ................ |
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the resulting solution |
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17. The expression “came across” in paragraph 2 could best be replaced by ................ |
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18. It can be inferred from paragraph 2 that mushrooms and walnuts were ................ |
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difficult to find in England |
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not part of the original Asian recipe |
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transported to England from Asia |
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19. The word “rage” in paragraph 2 could best be replaced by ................ |
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20. The author mentions “The English version” at the beginning of paragraph 3 in order to ................ |
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indicate what will be discussed in the coming paragraph |
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make a reference to the topic of the previous paragraph |
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explain why tomatoes were considered dangerous |
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provide an example of a sauce using tomatoes |
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21. According to paragraph 3, the tomato plant ................ |
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was considered poisonous by the Aztecs |
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has fruit that is sometimes quite poisonous |
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is related to some poisonous plants |
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22. The word “staples” in paragraph 4 could best be replaced by ................ |
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23. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “It turned from very bad to exceedingly good.” can be added to paragraph 4. Where would the sentence best fit? |
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24. The expression “branched out” in paragraph 5 is closest in meaning to ................ |
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25. Which of the sentences below expresses the essential information in the highlighted sentence in paragraph 5? Incorrect choices change the meaning in important ways or leave out essential information. |
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Heinz was unable to print out the actual number of varieties, so he printed out a different number. |
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Heinz's company actually had far fewer products than the slogan indicated that it did |
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Heinz selected a certain slogan even though it was inaccurate because he liked the look of it. |
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Heinz was eventually able to settle a dispute about which slogan would be the best for his company. |
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Explain: |
26. An introductory sentence or a brief summary of the passage is: “The history of a sauce known as ketchup.” Complete the summary by selecting the FOUR 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. |
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A businessman achieved success with the introduction of a mass-produced tomato-based sauce. |
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The sauce was first developed in Asia, without tomatoes. |
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An English variation of the sauce, without tomatoes, became popular after sailors returned home with samples. |
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A plant called the tomatl is known to have been cultivated by the Aztecs. |
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The sauce known as ketjab was a variation of the Chinese sauce that contained tomatoes. |
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The American version added the exotic and newly fashionable tomato as a main ingredient. |
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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.
27. The author mentions “the most highly disciplined military unit on parade” in paragraph 1 in order to ................ |
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provide an example of a way that military units travel |
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create a mental image of the movement of a school of fish |
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describe the aggressive nature of a school of fish |
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contrast the movement of a military unit with that of a school of fish |
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Explain: |
28. The word “hordes” in paragraph 1 is closest in meaning to ................ |
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29. All of the following are stated in paragraph 1 about schooling EXCEPT that ................ |
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it can involve large numbers of fish |
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it is fully understood |
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it can involve a number of different fish behaviors |
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Explain: |
30. Which fish would be least likely to be in a school? ................ |
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B. |
A smaller, colorful fish |
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Explain: |
31. 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? |
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Explain: |
32. The word “it” in paragraph 1 refers to ................ |
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Explain: |
33. 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. |
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A. |
The survival of fish depends upon their ability to bring new members into the school. |
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Many facts about the way that fish congregate in schools have been studied. |
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Fish travel in schools to protect themselves in various ways. |
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After an attack, the fish that survive tend to move into schools. |
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Explain: |
34. The phrase “sheer numbers” in paragraph 2 could best be replaced by ................ |
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35. It can be inferred from the passage that, when a predator attacks, ................ |
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it is usually successful in wiping out the entire school |
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it rarely manages to catch any fish that are part of a school |
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it cannot possibly consume all members of a school if the school is large enough |
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it attacks only schools that lack sense organs |
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Explain: |
36. It is stated in paragraph 2 that ................ |
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the bright coloration makes it easier for predators to spot fish |
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schooling fish tend to have muted coloration |
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the effect of coloration is multiplied when fish are massed together |
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fish in schools rarely have distinct markings |
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Explain: |
37. The word “minute” in paragraph 2 is closest in meaning to ................ |
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Explain: |
38. 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. |
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There are thousands of ways that special organs warn fish about a predator. |
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Because so many fish are in a school, all of their sense organs work well together to provide warnings. |
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The fish in a large school use their lateral line organs to send out warnings of the arrival of the school. |
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When the fish in a school work together, they can use their sense organs to scare off any approaching threat. |
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Explain: |
39. The author begins paragraph 3 with “it is also unclear” in order to indicate that ................ |
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it is necessary to clarify a previously made point |
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a second issue is about to be presented |
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contradictory information is about to be presented |
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it is unclear how a problem can be resolved |
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Explain: |
40. According to paragraph 3, ................ |
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not all fish use sight to remain in schools |
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fish can see quite well in the dark |
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sight is the only sense used by fish to remain in schools |
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Explain: |
41. The word “murky” in paragraph 3 is closest in meaning to ................ |
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Explain: |
42. 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? |
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43. The word “This” in paragraph 3 refers to the ability of fish to ................ |
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use their sight to stay in schools |
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see well in dark water |
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stay in schools when they cannot see well |
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swim in water where the visibility is low |
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Explain: |
44. It is NOT stated in the passage that the lateral line system ................ |
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in fish is similar to sense organs in other animals |
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can detect movement in the water © quite possibly helps fish to remain in schools |
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contains lines of pores |
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Explain: |
45. 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. |
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Fish may move in schools at various times of the day or night. |
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Fish most likely move in schools in various types of water. |
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Fish may move in schools by using various senses. |
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Fish most likely move in schools in various ways. |
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Explain: |
46. Choose THREE sentences that relate to hypotheses related to purpose |
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Lateral sense organs provide protection. |
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Large numbers provide protection. |
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Sight enables some fish to school. |
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Coloration enables some fish to move. |
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Coloration provides protection. |
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Sight provides protection. |
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G. |
Lateral sense organs enable some fish to school. |
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Explain: |
47. Choose TWO sentences that relate to hypotheses related to manner |
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Sight provides protection. |
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Lateral sense organs provide protection. |
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Lateral sense organs enable some fish to school. |
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Large numbers provide protection. |
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Sight enables some fish to school. |
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Coloration provides protection. |
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G. |
Coloration enables some fish to move. |
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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.
48. What can be inferred from paragraph 1 about theatrical dance in the late nineteenth century? |
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A. |
It was more a form of entertainment than a form of serious art. |
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B. |
It was a relatively new art form in the United States. |
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It influenced many artists outside of the field of dance. |
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It was very similar to theatrical dance of the early nineteenth century. |
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Explain: |
49. According to paragraph 2, all of the following are characteristic of Fuller′s type of dance EXCEPT ................ |
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A. |
continuous movement of her costumes |
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B. |
experimentation using color |
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technical virtuosity of movement |
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large and full costumes |
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Explain: |
50. The word “prestigious” in the passage is closest in meaning to ................ |
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Explain: |
51. 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. |
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A. |
Fuller believed that the drama of her dancing sprang from her emotional style of storytelling. |
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B. |
Fuller used visual effects to dramatize the stories and emotions expressed in her work. |
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C. |
Fuller's focus on the visual effects of dance resulted from her early theatrical training as an actress. |
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D. |
Fuller was more interested in dance's visual impact than in its narrative or emotional possibilities. |
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Explain: |
52. The word “engaged” in the passage is closest in meaning to ................ |
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Explain: |
53. The word “synthesize” in the passage is closest in meaning to ................ |
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Explain: |
54. According to paragraph 3, why was Fuller′s work well received in Paris? |
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A. |
Fuller's work at this time borrowed directly from French artists working in other media. |
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B. |
Fuller's dances were in harmony with the artistic values already present in Paris. |
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C. |
Parisian audiences were particularly interested in artists and artistic movements from the United States. |
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D. |
Influential poets tried to interest dancers in Fuller's work when she arrived in Paris. |
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Explain: |
55. According to paragraph 4, Fuller′s Fire Dance was notable in part for its ................ |
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A. |
use of colored gels to illuminate glass |
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B. |
technique of lighting the dancer from beneath |
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C. |
use of dyes and paints to create an image of fire |
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D. |
draperies with small dots resembling the Pointillist technique of Seurat |
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Explain: |
56. Why does the author mention Fuller′s The Sea? |
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To illustrate a particular way in which Fuller developed as an artist |
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B. |
To point out a dance of Fuller's in which music did not play an important role |
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C. |
To explain why Fuller sometimes used music by progressive composers |
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D. |
To illustrate how Fuller's interest in science was reflected in her work |
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Explain: |
57. The word “agitated” in the passage is closest in meaning to ................ |
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A. |
arranged themselves in |
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Explain: |
58. According to paragraph 6, what was true of Fuller′s theater at the Paris Exposition? |
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A. |
It became a famous school that is still named in honor of Fuller. |
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B. |
It continued to operate as a theater after Fuller died. |
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C. |
It featured performances by prominent male as well as female dancers. |
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D. |
It presented some works that were not by Fuller. |
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Explain: |
59. The passage mentions which of the following as a dance of Fuller′s that was set to music? |
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Explain: |
60. 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? |
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Explain: |
61. 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. |
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A. |
Fuller transformed dance in part by creating dance interpretations of works by poets and painters. |
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B. |
Fuller's work influenced a number of other dancers who were interested in experimental dance. |
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C. |
By the 1920's, Fuller's theater at the Paris Exhibition had become the world center for innovative dance. |
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D. |
Fuller introduced many technical innovations to the staging of theatrical dance. |
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E. |
Fuller believed that audiences in the late nineteenth century had lost interest in most theatrical dance. |
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F. |
Fuller continued to develop throughout her career, creating more complex works and exploring new artistic media. |
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Explain: |
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.
62. According to paragraph 1, all of the following are true of icebergs EXCEPT ................ |
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A. |
Most of their mass is above the sea surface. |
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They do not have a regular shape. |
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Waves and tides cause them to break off glaciers. |
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D. |
They are formed where glaciers meet the ocean. |
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Explain: |
63. According to paragraph 2, what causes icebergs to sometimes appear dark or opaque? ................ |
63
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A. |
The presence of large cracks in their surface |
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C. |
The presence of gravel or bits of rock |
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D. |
The low angle of the Sun above the horizon |
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Explain: |
64. 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. |
64
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A. |
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. |
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B. |
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. |
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C. |
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. |
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D. |
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. |
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Explain: |
65. The word “penetrate” in the passage is closest in meaning to ................ |
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Explain: |
66. According to paragraph 4, how is glacial ice formed? |
66
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A. |
By the compaction of snow |
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B. |
By the capsizing of a two-layer block of shelf ice |
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C. |
By the freezing of seawater on the bottom of ice shelves |
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D. |
By breaking away from the ice shelf |
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Explain: |
67. According to paragraph 4, ice shelf cores helped scientists explain the formation of green icebergs by showing that ................ |
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A. |
bubble-free ice is found at the top of the ice shelf |
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B. |
the clear sea ice at the bottom of the ice shelf is similar to ice from a green iceberg |
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C. |
glacial ice is lighter and floats better than sea ice |
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D. |
the ice at the bottom of green icebergs is bubble-free ice formed from frozen seawater |
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Explain: |
68. Why does the author mention that "The green ice portion was textured by seawater erosion"? |
68
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A. |
To explain why cracks in the iceberg appeared light green instead of dark green |
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B. |
To support the idea that the green ice had been the bottom layer before capsizing |
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C. |
To explain how the air bubbles had been removed from the green ice |
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D. |
To suggest that green ice is more easily eroded by seawater than white ice is |
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Explain: |
69. The word “accumulated” in the passage is closest in meaning to ................ |
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Explain: |
70. The word “excluded” in the passage is closest in meaning to ................ |
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Explain: |
71. The word “accrete” in the passage is closest in meaning to |
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Explain: |
72. Which of the following is NOT explained in the passage? |
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A. |
Why green icebergs contain large amounts of dissolved organic pigments |
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B. |
Why blocks of ice break off where glaciers meet the ocean |
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C. |
Why blocks of shelf ice sometimes capsize after breaking off |
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D. |
Why green icebergs are commonly produced in some parts of Antarctica |
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Explain: |
73. The passage supports which of the following statements about the Amery Ice Shelf? |
73
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A. |
The Amery Ice Shelf produces only green icebergs. |
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B. |
The Amery Ice Shelf produces green icebergs because the seawater is rich in a particular kind of soluble organic material. |
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C. |
The Amery Ice Shelf produces green icebergs because its ice contains high levels of metallic compounds such as copper and iron. |
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D. |
No green icebergs are found far from the Amery Ice Shelf. |
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Explain: |
74. 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? |
74
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Explain: |
75. 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. |
75
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A. |
Green icebergs are white until they come into contact with seawater containing platelets and soluble organic green pigments. |
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B. |
All ice shelves can produce green icebergs, but the Amery Ice Shelf is especially well suited to do so. |
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C. |
Green icebergs form when a two- layer block of ice breaks away from a glacier and capsizes, exposing the bottom sea ice to view. |
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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. |
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E. |
Ice cores were used to determine that green icebergs were formed from the compaction of metallic compounds, including copper and iron. |
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F. |
In a green iceberg, the sea ice contains large concentrations of organic matter from the seawater. |
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Explain: |
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Score: 0/10
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