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MARY COLTER AND FRANK LLOYD WRIGHT

In the early twentieth century, the thrust in American architecture was toward a style rooted in the American landscape and based on American rather than European forms. Two architects who worked independently yet simultaneously at endorsing an American architecture were Mary Colter (1869-1958) and Frank Lloyd Wright (1867-1959). Both developed regional styles that paralleled the regionalism seen in the other visual arts. Colter created a uniquely Southwestern idiom incorporating desert landscapes with Native American arts: Wright and his followers in Chicago developed the Prairie style of domestic architecture that reflected the natural landscape of the Midwest.

Mary Colter’s hotels and national park buildings are rooted so masterfully in the history of the Southwest that they seem to be genuine pieces of that history. Her magnificent Watchtower, overlooking the Grand Canyon in Arizona, was built to suggest an ancient Native American ruin preserved for the delight of the present-day traveler.

Colter was a lifelong student of art history, natural history, and human civilization. Her well-rounded artistic talents empowered her to work historical references into buildings constructed with modem methods and materials. She preferred to use materials indigenous to the region, such as Kaibab limestone and yellow pine. She took great stock in materials and setting, gathering many of her materials on-site and incorporating them in their natural state into her projects. She treated building and site as integral halves of a single composition and merged them seamlessly. Her Lookout Studio, for example, appears to rise straight from the rim of the Grand Canyon because its layering of stonework matches the texture, pattern, and color of the canyon wall below it.

When Colter designed the Watchtower, she wanted the building to be a part of its environment while also enhancing the view' of the surrounding desert and the canyon and river below'. She decided to recreate a Native American watchtower because it would provide the necessary height while assuming the appearance of a prehistoric building. Colter was familiar with the architectural remains of ancient villages scattered about the Southwest and was especially fascinated by the stone towers—round, square, and oval monoliths. The ancient Round Tower at Mesa Verde became the direct inspiration for the form and proportions of the Watchtower. TheTwin Towers ruin at Hovenweep, whose stone was closer to that available at the Grand Canyon, was the model for the Watchtower’s masonry. The Watchtower is perhaps the best example of Colter’s integration of history, architecture, and landscape in a unified work of art.

Like Mary Colter, Frank Lloyd Wright believed that architecture was an extension of the natural environment. Wright was appalled by much of what he saw in the industrialized world. He was not fond of cities, and although he designed office buildings and museums, his favorite commissions were for homes, usually in the country. Wright is associated with the Prairie style of residential architecture, whose emphasis on horizontal elements reflected the prairie landscapes of the Midwest. Most Prairie-style homes have one or two stories and are built of brick or timber covered with stucco. The eaves of the low-pitched roof extend well beyond the walls, enhancing the structure’s horizontality.

Wright’s own studio-residence in Wisconsin was completely integrated with the surrounding landscape. (1) He nestled his house in the brow of a hill and gave it the name Taliesin, which means “shining brow” in Welsh. (2) Every element of the design corresponded to the surrounding landscape. The yellow stone came from a quarry a mile away, so Taliesin looked like the outcroppings on the local hills. (3) The exterior wood was the color of gray tree trunks. (4) The stucco walls above the stone had the same tawny color as the sandbanks in the river below.

Wright’s most famous house, Falling Water, was built right over a waterfall in Pennsylvania. The house blends harmoniously with its surroundings, yet it departs from the Prairie philosophy of being a completely integrated extension of the natural landscape.

Glossary:

Indigenous: originating or growing in an area; native

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

A.

criticism

B.

movement

C.

accident

D.

education

Explain:

2. According to the passage, both Mary Colter and Frank Lloyd Wright designed buildings that

A.

relied on the assistance of other artists

B.

blended into the natural environment

C.

reflected the history of the region

D.

emphasized the architect's individuality

Explain:

3. The author mentions “Kaibab limestone and yellow pine” in paragraph 3 as examples of

A.

materials with high artistic value

B.

materials that are native to the Southwest

C.

references to art history and natural history

D.

traditional materials that are now scarce

Explain:

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

A.

Materials and setting were equally important to Colter, who was very skilled at choosing the right materials for the job.

B.

Colter valued materials and location, so she blended into her works many natural materials collected from the building site.

C.

Colter bought stock in corporations that made building materials and delivered them directly to the project site.

D.

Because Colter used various types of materials, it was often difficult to combine them in a way that would look natural.

Explain:

5. The word “them” in paragraph 3 refers to

A.

modern methods and materials

B.

her projects

C.

building and site

D.

texture, pattern, and color

Explain:

6. What was the main inspiration for Mary Colter′s design of the Watchtower?

A.

The colorful stone cliffs of the Grand Canyon

B.

Architectural remains of masonry homes.

C.

The ancient Round Tower at Mesa Verde

D.

The beautiful views of the American Southwest

Explain:

7. What can be inferred from the passage about the Watchtower?

A.

The Watchtower's success inspired other architects to design tall buildings.

B.

The Watchtower's purpose was to help people appreciate the desert scenery.

C.

Colter used landscape design to enhance the beauty of the Watchtower.

D.

The Watchtower was the only building Colter designed at the Grand Canyon.

Explain:

8. All of the following characterize the Prairie style of architecture EXCEPT

A.

an emphasis on horizontal elements

B.

a concern for the surrounding landscape

C.

a low roof that extends beyond the walls

D.

a direct reference to the region's history

Explain:

9. The word “nestled” in paragraph 6 is closest in meaning to

A.

painted brightly

B.

set comfortably

C.

built daringly

D.

buried deeply

Explain:

10. Why does the author mention “Falling Water” in paragraph 7?

A.

To show that Wright did not work in just one style

B.

To give an example of an artistic use of a waterfall

C.

To criticize Wright's most famous house design

D.

To provide the best illustration of the Prairie style

Explain:

11. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Taliesin′s rough stone facades and low-slung roofs blurred the distinction between the manmade and the natural.” could be added to the passage. Where would the sentence best fit?

A.

Number 3

B.

Number 1

C.

Number 4

D.

Number 2

Explain:

12. Choose THREE sentences that describe the architect Mary Colter.

A.

The architect developed a style integrating the history and landscape of the American Southwest.

B.

The architect improved the designs of famous architects of the past.

C.

The architect designed structures that would blend into the desert environment.

D.

Native American culture provided the architect with ideas and inspiration.

E.

Others followed the architect in developing a style that would suit the landscape of the prairies.

F.

The architect worked exclusively with modern materials and methods.

G.

The architect preferred designing country residences.

Explain:

13. Choose TWO sentences that describe the architect Frank Lloyd Wright.

A.

Others followed the architect in developing a style that would suit the landscape of the prairies.

B.

The architect improved the designs of famous architects of the past.

C.

Native American culture provided the architect with ideas and inspiration.

D.

The architect preferred designing country residences.

E.

The architect designed structures that would blend into the desert environment.

F.

The architect worked exclusively with modern materials and methods.

G.

The architect developed a style integrating the history and landscape of the American Southwest.

Explain:

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 ................

A.

predecessors

B.

ingredients

C.

descendents

D.

creators

Explain:

15. It is NOT stated in paragraph 1 that ................

A.

the Chinese sauce was made from seafood and spices

B.

the Indonesian sauce was similar to the Chinese sauce

C.

the Chinese sauce was in existence in the seventeenth century

D.

the Malaysian sauce was similar to the Chinese sauce

Explain:

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

A.

this process

B.

the resulting solution

C.

a salt brine

D.

a week

Explain:

17. The expression “came across” in paragraph 2 could best be replaced by ................

A.

transported

B.

discovered

C.

described

D.

traversed

Explain:

18. It can be inferred from paragraph 2 that mushrooms and walnuts were ................

A.

not part of the original Asian recipe

B.

transported to England from Asia

C.

not native to England

D.

difficult to find in England

Explain:

19. The word “rage” in paragraph 2 could best be replaced by ................

A.

fashion

B.

misunderstanding

C.

distinction

D.

anger

Explain:

20. The author mentions “The English version” at the beginning of paragraph 3 in order to ................

A.

indicate what will be discussed in the coming paragraph

B.

provide an example of a sauce using tomatoes

C.

explain why tomatoes were considered dangerous

D.

make a reference to the topic of the previous paragraph

Explain:

21. According to paragraph 3, the tomato plant ................

A.

has edible leaves

B.

is related to some poisonous plants

C.

has fruit that is sometimes quite poisonous

D.

was considered poisonous by the Aztecs

Explain:

22. The word “staples” in paragraph 4 could best be replaced by ................

A.

standard elements

B.

strong attachments

C.

necessary utensils

D.

rare alternatives

Explain:

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?

A.

Number 4

B.

Number 3

C.

Number 1

D.

Number 2

Explain:

24. The expression “branched out” in paragraph 5 is closest in meaning to ................

A.

converted

B.

contracted

C.

expanded

D.

stemmed

Explain:

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.

A.

Heinz's company actually had far fewer products than the slogan indicated that it did

B.

Heinz was eventually able to settle a dispute about which slogan would be the best for his company.

C.

Heinz was unable to print out the actual number of varieties, so he printed out a different number.

D.

Heinz selected a certain slogan even though it was inaccurate because he liked the look of it.

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.

A.

The sauce known as ketjab was a variation of the Chinese sauce that contained tomatoes.

B.

A businessman achieved success with the introduction of a mass-produced tomato-based sauce.

C.

An English variation of the sauce, without tomatoes, became popular after sailors returned home with samples.

D.

A plant called the tomatl is known to have been cultivated by the Aztecs.

E.

The American version added the exotic and newly fashionable tomato as a main ingredient.

F.

The sauce was first developed in Asia, without tomatoes.

Explain:

THE UNDERGROUND RAILROAD

Slavery was legal for over 200 years in some parts of North America, particularly the southern states of the United States, where the plantation system of agriculture depended on the labor of slaves, most of whom came from Africa. Slaves had no rights or freedoms because they were thought of as property. From the time of its origin, slavery had opponents. The abolitionist movement began in the 1600s when the Quakers in Pennsylvania objected to slavery on moral grounds and wanted to abolish the institution.

In 1793, Canada passed a law abolishing slavery and declared that any escaped slaves who came to Canada would be free citizens. Slavery was already illegal in most northern states; however, slaves captured there by slave hunters could be returned to slavery in the South. Canada refused to return runaway slaves or to allow American slave hunters into the country. It is estimated that more than 30,000 runaway slaves immigrated to Canada and settled in the Great Lakes region between 1830 and 1865.

The American antislavery movement was at the height of its activity during the 1800s, when abolitionists developed the Underground Railroad, a loosely organized system whereby runaway slaves were passed from safe house to safe house as they fled northwards to free states or Canada. The term was first used in the 1830s and came from an Ohio clergyman who said, “They who took passage on it disappeared from public view as if they had really gone to ground." Because the Underground Railroad was so secret, few records exist that would reveal the true number of people who traveled it to freedom. The most active routes on the railroad were in Ohio, Indiana, and western Pennsylvania.

Runaway slaves usually traveled alone or in small groups. Most were young men between the ages of 16 and 35. (1) The fugitives hid in wagons under loads of hay or potatoes, or in furniture and boxes in steamers and on rafts. (2) They traveled on foot through swamps and woods, moving only a few miles each night, using the North Star as a compass. Sometimes they moved in broad daylight. (3) Boys disguised themselves as girls, and girls dressed as boys. In one well-known incident, twenty-eight slaves escaped by walking in a funeral procession from Kentucky to Ohio. (4)

The “railroad” developed its own language. The “trains” were the large farm wagons that could conceal and carry a number of people. The “tracks” were the backcountry roads that were used to elude the slave hunters. The “stations” were the homes and hiding places where the slaves were fed and cared for as they moved north. The “agents” were the people who planned the escape routes. The “conductors” were the fearless men and women who led the slaves toward freedom. The “passengers” were the slaves who dared to run away and break for liberty. Passengers paid no fare and conductors received no pay.

The most daring conductor was Harriet Tubman, a former slave who dedicated her life to helping other runaways. Tubman made 19 trips into the South to guide 300 relatives, friends, and strangers to freedom. She was wanted dead or alive in the South, but she was never captured and never lost a passenger. A determined worker, she carried a gun for protection and a supply of drugs to quiet the crying babies in her rescue parties.

A number of white people joined the effort, including Indiana banker Levi Coffin and his wife Catherine, who hid runaways in their home, a “station” conveniently located on three main escape routes to Canada. People could be hidden there for several weeks, recovering their strength and waiting until it was safe to continue on their journey. Levi Coffin was called the “president of the Underground Railroad” because he helped as many as 3,000 slaves to escape.

The people who worked on the railroad were breaking the law. Although the escape network was never as successful or as well organized as Southerners thought, the few thousand slaves who made their way to freedom in this way each year had a symbolic significance out of proportion to their actual numbers. The Underground Railroad continued operating until slavery in the United States was finally abolished in 1865.

27. The word “abolish” in paragraph 1 is closest in meaning to

A.

expand

B.

legalize

C.

defend

D.

end

Explain:

28. Why did thousands of runaway slaves immigrate to Canada?

A.

Former slaves could live as free citizens in Canada.

B.

They preferred the climate of the Great Lakes region.

C.

Canada had no laws restricting immigration.

D.

Working conditions for slaves were better in Canada.

Explain:

29. The phrase “The term” in paragraph 3 refers to

A.

free state

B.

antislavery movement

C.

abolitionist

D.

Underground Railroad

Explain:

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

A.

Few people understood why the Underground Railroad would not reveal how many people chose to travel in this way.

B.

We do not know exactly how many slaves escaped on the Underground Railroad because it was a secret organization.

C.

The Underground Railroad kept secret records in which all of the passengers and trips were documented.

D.

The Underground Railroad's records were not accurate, so the true number of travelers is difficult to estimate.

Explain:

31. The word “fugitives” in paragraph 4 is closest in meaning to

A.

leaders

B.

brave ones

C.

old men

D.

runaways

Explain:

32. All of the following arc mentioned as methods of escape on the Underground Railroad EXCEPT

A.

walking in a procession

B.

wearing a disguise

C.

riding in a railcar

D.

hiding in hay wagon

Explain:

33. The author discusses the language of the Underground Railroad in paragraph 5 in order to

A.

illustrate the secret nature of the escape network

B.

trace the history of American English words

C.

compare the Underground Railroad to other railways.

D.

point out that some words have more than one meaning

Explain:

34. The word “elude” in paragraph 5 is closest in meaning to

A.

find

B.

follow

C.

avoid

D.

assist

Explain:

35. Which of the following statements is true about passengers on the Underground Railroad?

A.

They were not allowed to make stops during the journey.

B.

Their destination was in the northern states or Canada.

C.

Their babies were disguised to look like baggage.

D.

They paid the conductors at the end of the journey.

Explain:

36. Why was Harriet Tubman wanted dead or alive in the South?

A.

She became the president of the Underground Railroad.

B.

She refused to return the runaway slaves that she captured

C.

She was a criminal who carried a gun and sold drugs.

D.

She was an escaped slave who led others to freedom.

Explain:

37. It can be inferred from paragraph 8 that the author most likely believes which of the following about the Underground Railroad?

A.

The railroad represented a psychological victory for abolitionists.

B.

The railroad was unsuccessful because it could not help every slave.

C.

The people who worked on the railroad should have been arrested.

D.

Southerners did not know about the railroad until after it closed.

Explain:

38. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Women and children also escaped, but they were more easily captured.” could be added to the passage. Where would the sentence best fit?

A.

Number 4

B.

Number 1

C.

Number 3

D.

Number 2

Explain:

39. An introductory sentence for a brief summary of the passage is: “Underground Railroad was a secret network that helped thousands of people escape slavery.” 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.

A.

The railroad was a loosely organized system that provided guides, hiding places, and food to runaway slaves.

B.

The railroad was part of the American abolitionist movement that opposed slavery for moral reasons.

C.

Most slaves were captured in West Africa and transported to North America on slave ships.

D.

“Conductors” and “agents” led “passengers" north to free states and Canada.

E.

Slaves that were captured in the North could be returned to slavery in the South.

F.

The president of the Underground Railroad 1 was an Indiana banker named Levi Coffin.

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.

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

A.

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

B.

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

C.

describe the aggressive nature of a school of fish

D.

provide an example of a way that military units travel

Explain:

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

A.

patterns

B.

shapes

C.

masses

D.

pairs

Explain:

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

A.

it can involve a number of different fish behaviors

B.

it is fully understood

C.

it is quite common

D.

it can involve large numbers of fish

Explain:

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

A.

A young, hungry fish

B.

A large, older fish

C.

A smaller, colorful fish

D.

A tiny, shiny fish

Explain:

44. 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?

A.

Number 1

B.

Number 4

C.

Number 3

D.

Number 2

Explain:

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

A.

function

B.

existence

C.

behavior

D.

fish

Explain:

46. 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.

A.

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

B.

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

C.

Fish travel in schools to protect themselves in various ways.

D.

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

Explain:

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

A.

similitude

B.

multitude

C.

solitude

D.

interlude

Explain:

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

A.

it attacks only schools that lack sense organs

B.

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

C.

it is usually successful in wiping out the entire school

D.

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

Explain:

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

A.

the bright coloration makes it easier for predators to spot fish

B.

the effect of coloration is multiplied when fish are massed together

C.

schooling fish tend to have muted coloration

D.

fish in schools rarely have distinct markings

Explain:

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

A.

tiny

B.

timely

C.

instant

D.

careful

Explain:

51. 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.

A.

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

B.

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

C.

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

D.

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

Explain:

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

A.

it is unclear how a problem can be resolved

B.

a second issue is about to be presented

C.

contradictory information is about to be presented

D.

it is necessary to clarify a previously made point

Explain:

53. According to paragraph 3, ................

A.

fish can see quite well in the dark

B.

not all fish use sight to remain in schools

C.

fish cannot see well

D.

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

Explain:

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

A.

warm

B.

clear

C.

deep

D.

cloudy

Explain:

55. 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?

A.

Number 4

B.

Number 2

C.

Number 1

D.

Number 3

Explain:

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

A.

swim in water where the visibility is low

B.

see well in dark water

C.

use their sight to stay in schools

D.

stay in schools when they cannot see well

Explain:

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

A.

in fish is similar to sense organs in other animals

B.

C.

contains lines of pores

Explain:

58. 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.

A.

Fish most likely move in schools in various ways.

B.

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

C.

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

D.

Fish may move in schools by using various senses.

Explain:

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

A.

Coloration provides protection.

B.

Lateral sense organs provide protection.

C.

Sight provides protection.

D.

Large numbers provide protection.

E.

Coloration enables some fish to move.

F.

Sight enables some fish to school.

G.

Lateral sense organs enable some fish to school.

Explain:

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

A.

Large numbers provide protection.

B.

Coloration enables some fish to move.

C.

Sight enables some fish to school.

D.

Coloration provides protection.

E.

Sight provides protection.

F.

Lateral sense organs provide protection.

G.

Lateral sense organs enable some fish to school.

Explain:

THE GREENHOUSE EFFECT AND GLOBAL WARMING

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

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

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

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

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

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

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

A.

They decrease the amount of oxygen in the atmosphere.

B.

They cause heat to flow from the atmosphere into space.

C.

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

D.

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

Explain:

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

A.

the loss of forest lands

B.

the buildup of water vapor in the atmosphere

C.

the conversion of carbon dioxide to oxygen

D.

the burning of coal and petroleum

Explain:

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

A.

parallel

B.

counteract

C.

strengthen

D.

stabilize

Explain:

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

A.

International organizations have been studying climate change only since 1990.

B.

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

C.

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

D.

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

Explain:

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

A.

Less water available for irrigating crops

B.

Changes in the crops that farmers can grow

C.

Movement of farms to the northernmost regions

D.

Return to more traditional methods of farming

Explain:

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

A.

move

B.

create

C.

reduce

D.

cover

Explain:

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

A.

To introduce conclusive evidence of global warming

B.

To suggest that people do not cause global warming

C.

To describe a method used by two research teams

D.

To show that hundreds of fingerprints were examined

Explain:

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

A.

papers

B.

species

C.

teams

D.

birds

Explain:

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

A.

secret

B.

real

C.

difficult

D.

contradictory

Explain:

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

A.

Solar radiation escapes from the atmosphere back into space.

B.

Plants bloom and birds build nests earlier in the spring.

C.

The water in the ocean expands as it gets warmer.

D.

Birds no longer pollinate plants or control insect populations.

Explain:

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

A.

Number 2

B.

Number 1

C.

Number 4

D.

Number 3

Explain:

72. An introductory sentence for a brief summary of the passage is: “Scientists are concerned about the greenhouse effect and its role in global warming.” Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage.

A.

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

B.

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

C.

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

D.

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

E.

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

F.

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

Explain:

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