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Reading Section
THE DEVELOPMENT OF REFRIGERATION Cold storage, or refrigeration, is keeping food at temperatures between 32 and 45 degrees F in order to delay the growth of microorganisms—bacteria, molds, and yeast— that cause food to spoil. Refrigeration produces few changes in food, so meats, fish, eggs, milk, fruits, and vegetables keep their original flavor, color, and nutrition. Before artificial refrigeration was invented, people stored perishable food with ice or snow to lengthen its storage time. Preserving food by keeping it in an ice-filled pit is a 4,000-year-old art. Cold storage areas were built in basements, cellars, or caves, lined with wood or straw, and packed with ice. The ice was transported from mountains, or harvested from local lakes or rivers, and delivered in large blocks to homes and businesses. Artificial refrigeration is the process of removing heat from a substance, container, or enclosed area, to lower its temperature. The heat is moved from the inside of the container to the outside. A refrigerator uses the evaporation of a volatile liquid, or refrigerant, to absorb heat. In most types of refrigerators, the refrigerant is compressed, pumped through a pipe, and allowed to vaporize. As the liquid turns to vapor, it loses heat and gets colder because the molecules of vapor use energy to leave the liquid. The molecules left behind have less energy and so the liquid becomes colder. Thus, the air inside the refrigerator is chilled. Scientists and inventors from around the world developed artificial refrigeration during the eighteenth and nineteenth centuries. (1) William Cullen demonstrated artificial refrigeration in Scotland in 1748, when he let ethyl ether boil into a partial vacuum. In 1805, American inventor Oliver Evans designed the first refrigeration machine that used vapor instead of liquid. (2) In 1842, physician John Gorrie used Evans’s design to create an air-cooling apparatus to treat yellow-fever patients in a Florida hospital. (3) Gorrie later left his medical practice and experimented with ice making, and in 1851 he was granted the first U.S. patent for mechanical refrigeration. (4) In the same year, an Australian printer, James Harrison, built an ether refrigerator after noticing that when he cleaned his type with ether it became very cold as the ether evaporated. Five years later, Harrison introduced vapor-compression refrigeration to the brewing and meatpacking industries. Brewing was the first industry in the United States to use mechanical refrigeration extensively, and in the 1870s, commercial refrigeration was primarily directed at breweries. German-born Adolphus Busch was the first to use artificial refrigeration at his brewery in St. Louis. Before refrigeration, brewers stored their beer in caves, and production was constrained by the amount of available cave space. Brewing was strictly a local business, since beer was highly perishable and shipping it any distance would result in spoilage. Busch solved the storage problem with the commercial vapor-compression refrigerator. He solved he shipping problem with the newly invented refrigerated railcar, which was insulated with ice bunkers in each end. Air came in on the top, passed through the bunkers, and circulated through the car by gravity. In solving Busch’s spoilage and storage problems, refrigeration also revolutionized an entire industry. By 1891, nearly every brewery was equipped with mechanical refrigerating machines. The refrigerators of today rely on the same basic principle of cooling caused by the rapid evaporation and expansion of gases. Until 1929, refrigerators used toxic gases— ammonia, methyl chloride, and sulfur dioxide—as refrigerants. After those gases accidentally killed several people, chlorofluorocarbons (CFCs) became the standard refrigerant. However, they were found to be harmful to the earth’s ozone layer, so refrigerators now use a refrigerant called HFC 134a, which is less harmful to the ozone.
| 1. What is the main reason that people developed methods of refrigeration? |
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A. |
They needed a use for the ice that formed on lakes and rivers. |
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B. |
They wanted to expand the production of certain industries. |
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C. |
They needed to slow the natural processes that cause food to spoil. |
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D. |
They wanted to improve the flavor and nutritional value of food. |
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Explain: |
| 2. The word “perishable” in paragraph 1 is closest in meaning to ................ |
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Explain: |
| 3. What can be inferred from paragraph 1 about cold storage before the invention of artificial refrigeration? |
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A. |
It kept food cold for only about a week. |
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B. |
It was dependent on a source of ice or snow. |
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C. |
It required a container made of metal or wood. |
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D. |
It was not a safe method of preserving meat. |
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Explain: |
| 4. Artificial refrigeration involves all of the following processes EXCEPT ................ |
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A. |
the evaporation of a volatile liquid |
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B. |
the transfer of heat from one place to another |
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C. |
the pumping of water vapor through a pipe |
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D. |
the rapid expansion of certain gases |
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Explain: |
| 5. Which sentence below best expresses the essential information in the highlighted sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out essential information. |
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A. |
During evaporation, the vapor molecules use energy, and the liquid becomes colder. |
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B. |
Some gases expand rapidly and give off energy when they encounter a very cold liquid. |
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C. |
When kinetic energy is changed to heat energy, liquid molecules turn into vapor molecules. |
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D. |
It takes a lot of energy to transform a liquid into a vapor, especially when the vapor loses heat. |
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Explain: |
| 6. According to the passage, who was the first person to use artificial refrigeration for a practical purpose? |
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Explain: |
| 7. The word “it” in paragraph 3 refers to ................ |
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Explain: |
| 8. Why does the author discuss the brewing industry in paragraph 4? |
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A. |
To praise the accomplishments of a prominent brewer |
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B. |
To show how refrigeration changed a whole industry |
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C. |
To compare cave storage with mechanical refrigeration |
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D. |
To describe the unique problems that brewers faced |
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Explain: |
| 9. The word “constrained” in paragraph 4 is closest in meaning to ................ |
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Explain: |
| 10. According to the passage, the first refrigerated railcar used what material as a cooling agent? |
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Explain: |
| 11. The word “toxic” in paragraph 5 is closest in meaning to ................ |
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Explain: |
| 12. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Gorrie′s basic principle of compressing a gas, and then sending it through radiating coils to cool it, is the one most often used in refrigerators today.” could be added to the passage. Where would the sentence best fit? |
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Explain: |
| 13. An introductory sentence for a brief summary of the passage is: “Methods of refrigeration have changed throughout history.” Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. |
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A. |
CFCs have not been used as refrigerants since they were found to damage the earth's ozone layer. |
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B. |
Artificial refrigeration was made possible by the compression and evaporation of a volatile substance. |
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C. |
A refrigerator has an evaporator that makes the inside of the refrigerator cold. |
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D. |
Practical uses of vapor-compression refrigeration were introduced in the nineteenth century. |
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E. |
People used to preserve food by packing it with ice or snow in cold storage areas. |
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F. |
William Cullen developed a method of artificial refrigeration in 1748. |
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Explain: |
CANADIAN ENGLISH Canadian English is a regional variety of North American English that spans almost the entire continent. Canadian English became a separate variety of North American English after the American Revolution, when thousands of Loyalists, people who had supported the British, left the United States and fled north to Canada. Many Loyalists settled in southern Ontario in the 1780s, and their speech became the basis for what is called General Canadian, a definition based on the norms of urban middle-class speech. Modern Canadian English is usually defined by the ways in which it resembles and differs from American or British English. Canadian English has a great deal in common with the English spoken in the United States, yet many Americans identify a Canadian accent as British. Many American visitors to Canada think the Canadian vocabulary sounds British—for example, they notice the British “tap” and “braces” instead of the American “faucet” and “suspenders.” On the other hand, many British people identify a Canadian accent as American, and British visitors think the Canadians have become Americanized, saying “gas” and “truck” for “petrol” and “lorry.” People who live outside North America often find it difficult to hear the differences between Canadian and American English. There are many similarities between the two varieties, yet they are far from identical. Canadian English is instantly recognizable to other Canadians, and one Canadian in a crowded room will easily spot the other Canadian among the North Americans. There is no distinctive Canadian grammar. The differences are mainly in pronunciation, vocabulary, and idioms. Canadian pronunciation reflects the experience of a people struggling for national identity against two strong influences. About 75 percent of Canadians use the British “zed” rather than the American “zee” for the name of the last letter of the alphabet. On the other hand, 75 percent of Canadians use the American pronunciation of “schedule,” “tomato,” and “missile.” The most obvious and distinctive feature of Canadian speech is probably its vowel sound, the diphthong “ou.” In Canada, “out” is pronounced like “oat” in nearby U.S. accents. There are other identifying features of Canadian vowels; for example, “cot” is pronounced the same as “caught” and “collar” the same as “caller.” An important characteristic of the vocabulary of Canadian English is the use of many words and phrases originating in Canada itself, such as “kerosene” and “chesterfield” (“sofa”). Several words are borrowed from North American Indian languages, for example, “kayak,” “caribou,” “parka,” and “skookum” (“strong”). The name of the country itself has an Indian origin; the Iroquois word “kanata” originally meant “village.” A number of terms for ice hockey—“face-off,” “blue-line,” and “puck”—have become part of World Standard English. Some features of Canadian English seem to be unique and are often deliberately identified with Canadian speakers in such contexts as dramatic and literary characterizations. Among the original Canadian idioms, perhaps the most famous is the almost universal use of “eh?” as a tag question, as in “That’s a good movie, eh?” “Eh” is also used as a filler during a narrative, as in “I’m walking home from work, eh, and I’m thinking about dinner. I finally get home, eh, and the refrigerator is empty.” The traditional view holds that there are no dialects in Canadian English and that Canadians cannot tell where other Canadians are from just by listening to them. The linguists of today disagree with this view. While there is a greater degree of homogeneity in Canadian English compared with American English, several dialect areas do exist across Canada. Linguists have identified distinct dialects for the Maritime Provinces, Newfoundland, the Ottawa Valley, southern Ontario, the Prairie Provinces, the Arctic North, and the West. diphthong: a speech sound that begins with one vowel and changes to another vowel
| 14. According to the passage, how did Canadian English become a distinct variety of North American English? |
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A. |
Growth of the middle class led to a standard school curriculum. |
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B. |
Linguists noticed that Canadians spoke a unique dialect. |
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C. |
A large group of Loyalists settled in one region at the same time. |
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D. |
Canadians declared their language to be different from U.S. English. |
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Explain: |
| 15. The word “norms” in paragraph 1 is closest in meaning to ................ |
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Explain: |
| 16. The phrase “a great deal in common with” in paragraph 2 is closest in meaning to |
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D. |
easier pronunciation than |
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Explain: |
| 17. In paragraph 2, what point does the author make about Canadian English? |
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A. |
American and British visitors define Canadian English by their own norms. |
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B. |
Canadian English has many words that are not in other varieties of English. |
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C. |
Canadians speak English with an accent that Americans cannot understand. |
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D. |
Canadian English is more similar to American than to British English. |
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Explain: |
| 18. The phrase the two varieties in paragraph 3 refers to ................ |
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A. |
General Canadian and North American |
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B. |
British English and Canadian English |
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C. |
Canadian English and American English |
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D. |
People who live outside North American |
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Explain: |
| 19. The word “spot” in paragraph 3 is closest in meaning to ................ |
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Explain: |
| 20. Which sentence below best expresses the essential information in the highlighted sentence in paragraph 4? Incorrect choices change the meaning in important ways or leave out essential information. |
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Canada is the only nation where people can deliberately choose which pronunciation they prefer. |
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Many newcomers to Canada must work hard to master the national style of pronouncing English. |
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C. |
Canadian English has been strongly influenced by both British and American English. |
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D. |
Canadians have tried to distinguish themselves as a nation, and this effort is shown in their pronunciation. |
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Explain: |
| 21. All of the following words originated in North American Indian languages EXCEPT ................ |
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Explain: |
| 22. Which of the following can be inferred from paragraph 5 about vocabulary? |
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A. |
Vocabulary is the most distinctive feature of Canadian English. |
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B. |
Much of the vocabulary for ice hockey originated in Canada. |
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C. |
Canadians use more North American Indian words than Americans do. |
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D. |
World Standard English has a very large vocabulary. |
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Explain: |
| 23. The author discusses the expression “eh” in paragraph 6 as an example of ................ |
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A. |
an expression that few people outside Canada have heard |
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B. |
a style of Canadian drama and literature |
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C. |
a word that cannot be translated into other languages |
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D. |
an idiom that uniquely characterizes Canadian speech |
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Explain: |
| 24. The word “homogeneity” in paragraph 7 is closest in meaning to |
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Explain: |
| 25. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Thus, “out” rhymes with “boat,” so the phrase “out and about in a boat” sounds like “oat and aboat in a boat” to American ears.” could be added to the passage. Where would the sentence best fit? |
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Explain: |
| 26. An introductory sentence for a brief summary of the passage is: “Canadian English is a variety of North American English that contains several distinguishing features.” 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. |
Several unique varieties of English have evolved in North America. |
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B. |
Canadian English asserts its distinctiveness through pronunciation. |
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C. |
Canadian English contains elements of both British and American English. |
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D. |
Most Canadians cannot identify where other Canadians are from. |
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E. |
Words and idioms originating in Canada also help to define Canadian English. |
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F. |
Canadians pronounce most words the same way as Americans do. |
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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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A. |
describe the aggressive nature of a school of fish |
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B. |
provide an example of a way that military units travel |
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C. |
contrast the movement of a military unit with that of a school of fish |
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D. |
create a mental image of the movement 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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Explain: |
| 29. All of the following are stated in paragraph 1 about schooling EXCEPT that ................ |
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A. |
it is fully understood |
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B. |
it can involve large numbers of fish |
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C. |
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. |
Fish travel in schools to protect themselves in various ways. |
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B. |
The survival of fish depends upon their ability to bring new members into the school. |
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C. |
After an attack, the fish that survive tend to move into schools. |
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D. |
Many facts about the way that fish congregate in schools have been studied. |
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Explain: |
| 34. The phrase “sheer numbers” in paragraph 2 could best be replaced by ................ |
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Explain: |
| 35. It can be inferred from the passage that, when a predator attacks, ................ |
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it attacks only schools that lack sense organs |
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B. |
it is usually successful in wiping out the entire school |
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C. |
it cannot possibly consume all members of a school if the school is large enough |
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D. |
it rarely manages to catch any fish that are part of a school |
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Explain: |
| 36. It is stated in paragraph 2 that ................ |
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A. |
the effect of coloration is multiplied when fish are massed together |
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B. |
fish in schools rarely have distinct markings |
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C. |
schooling fish tend to have muted coloration |
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D. |
the bright coloration makes it easier for predators to spot fish |
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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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A. |
When the fish in a school work together, they can use their sense organs to scare off any approaching threat. |
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B. |
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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C. |
There are thousands of ways that special organs warn fish about a predator. |
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D. |
Because so many fish are in a school, all of their sense organs work well together to provide warnings. |
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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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a second issue is about to be presented |
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B. |
it is necessary to clarify a previously made point |
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C. |
contradictory information is about to be presented |
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D. |
it is unclear how a problem can be resolved |
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Explain: |
| 40. According to paragraph 3, ................ |
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A. |
sight is the only sense used by fish to remain in schools |
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C. |
not all fish use sight to remain in schools |
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D. |
fish can see quite well in the dark |
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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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Explain: |
| 43. The word “This” in paragraph 3 refers to the ability of fish to ................ |
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A. |
use their sight to stay in schools |
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B. |
swim in water where the visibility is low |
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C. |
see well in dark water |
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D. |
stay in schools when they cannot see well |
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Explain: |
| 44. It is NOT stated in the passage that the lateral line system ................ |
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A. |
contains lines of pores |
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B. |
in fish is similar to sense organs in other animals |
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C. |
can detect movement in the water © quite possibly helps fish to remain in schools |
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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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A. |
Fish may move in schools by using various senses. |
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B. |
Fish most likely move in schools in various ways. |
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C. |
Fish most likely move in schools in various types of water. |
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D. |
Fish may move in schools at various times of the day or night. |
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Explain: |
| 46. Choose THREE sentences that relate to hypotheses related to purpose |
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A. |
Lateral sense organs provide protection. |
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B. |
Coloration enables some fish to move. |
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C. |
Large numbers provide protection. |
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D. |
Coloration provides protection. |
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E. |
Sight provides protection. |
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F. |
Sight enables some fish to school. |
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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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A. |
Coloration enables some fish to move. |
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B. |
Lateral sense organs enable some fish to school. |
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C. |
Lateral sense organs provide protection. |
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D. |
Large numbers provide protection. |
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E. |
Sight provides protection. |
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F. |
Sight enables some fish to school. |
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G. |
Coloration provides protection. |
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Explain: |
CLOUD FORMATION Water vapor is an invisible gas, but its condensation and deposition products - water droplets and ice crystals - are visible to us as clouds. A cloud is an aggregate of tiny water droplets or ice crystals suspended in the atmosphere above the earth’s surface, the visible indication of condensation and deposition of water vapor within the atmosphere. Laboratory studies have demonstrated that in clean air - air free of dust and other particles - condensation or deposition of water vapor requires supersaturated conditions, that is, a relative humidity greater than 100 percent. When humid air is cooled, usually by convection, unequal heating of the ground surface creates rising air currents. As the air ascends, it expands and cools. Eventually it reaches its dew point, the temperature at which the invisible water vapor in the air condenses into a collection of water droplets. From the ground, we see these tiny particles as a cloud. If the droplets continue to acquire moisture and grow large enough, they fall from the cloud as rain. Clouds occur in a wide variety of forms because they are shaped by many processes operating in the atmosphere. In fact, monitoring changes in clouds and cloud cover often will provide clues about future weather. British naturalist Luke Howard was among the first to devise a system for grouping clouds. Formulated in 1803, the essentials of Howard’s classification scheme are still in use today. Contemporary weather forecasters still divide clouds into two main groups: heaped clouds, resulting from rising unstable air currents; and layered clouds, resulting from stable air. Clouds are also classified according to their appearance, their altitude, and by whether or not they produce precipitation. Based on appearance, the simplest distinction is among cumulus, stratus, and cirrus clouds. Cumulus clouds occur as heaps or puffs, stratus clouds are layered, and cirrus clouds look like threads. Based on altitude, the most common clouds in the troposphere are grouped into four families: low clouds, middle clouds, high clouds, and clouds exhibiting vertical development. Low, middle, and high clouds are produced by gentle uplift of air over broad areas. Those with vertical development generally cover smaller areas and are associated with much more vigorous uplift. Cumulus clouds are dense, white, heaped clouds capped with a cauliflower-like dome created by convection. Low-level cumulus clouds are detached from one another and generally have well-defined bases. Their outlines are sharp, and they often develop vertically in the form of rising puffs, mounds, domes, or towers. The sunlit parts are brilliant white; the base is relatively dark and roughly horizontal. Stratus, or layered, clouds grow from top to bottom in wide sheets, or strata, with minimal vertical and extended horizontal dimensions. These clouds spread laterally to form layers that sometimes cover the entire sky, to the horizon and beyond, like a formless blanket. The air is stable, with little or no convection present. While cumulus and stratus clouds generally form at low or middle altitudes, a third type of cloud forms at high altitudes. (1) Cirrus clouds are detached clouds that take the form of delicate white filaments, strands, or hooks. These clouds can be seen at close hand from the window of a jet plane flying above 25,000 feet. (2) When viewed from the ground, bands of threadlike cirrus clouds often seem to emerge from a single point on the western horizon and spread across the entire sky. Cirrus clouds are composed almost exclusively of ice crystals. (3) Their fibrous appearance results from the wind “stretching” streamers of falling ice particles into feathery strands called “mares’ tails.” (4) Snow crystals may fall from thicker, darker cirrus clouds, but they usually evaporate in the drier air below the cloud.
| 48. The word “suspended” in paragraph 1 is closest in meaning to ................ |
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Explain: |
| 49. Which sentence below best expresses the essential information in the highlighted sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out essential information. |
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A. |
Research shows that the formation of clouds in clean air depends on a relative humidity of over 100 percent. |
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B. |
Scientists have been able to stimulate the formation of clouds in the laboratory with a success rate of 100 percent. |
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C. |
If the air contains no dust particles, water vapor will condense and create extremely humid weather conditions. |
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D. |
A relative humidity of more than 100 percent can occur only when the air is clean and dust-free. |
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Explain: |
| 50. What happens at the dew point? |
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A. |
Water vapor condenses. |
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B. |
The ground becomes warmer. |
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D. |
Cool air starts to fall. |
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Explain: |
| 51. Why does the author mention “Luke Howard” in paragraph 3? |
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A. |
To name the first scientist who could predict the weather |
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B. |
To give an example of an idea that was not accepted at first |
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C. |
To describe the biography of a famous British naturalist |
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D. |
To identify the inventor of our system for classifying clouds |
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Explain: |
| 52. The word “Those” in paragraph 4 refers to ................ |
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| 53. Cumulus clouds are characterized by all of the following EXCEPT ................ |
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| 54. The word “sharp” in paragraph 5 is closest in meaning to ................ |
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| 55. It can be inferred from the passage that stratus clouds ................ |
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are likely to produce precipitation |
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are sometimes very difficult to identity |
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form layers above other clouds in the sky |
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differ from cumulus clouds in appearance |
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| 56. The word “fibrous” in paragraph 7 is closest in meaning to ................ |
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| 57. Look at the four numbers (1), (2), (3) and (4), which indicate where the sentence “These strands often warn of the approach of a warm front signaling the advance of a storm system.” could be added to the passage. Where would the sentence best fit? |
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| 58. Choose the sentences that describe the Layered Clouds. |
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They often develop vertically in the shape of domes, mounds, or towers. |
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Rising, unstable air currents lead to the formation of this type of cloud. |
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These clouds have a fluffy white top and a flatter, darker bottom. |
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They can spread out like a blanket covering the whole sky. |
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These clouds form when the air is stable and no convection occurs. |
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They form when water droplets acquire moisture and grow very large. |
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Explain: |
| 59. Choose the sentences that describe the Heaped Clouds. |
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They can spread out like a blanket covering the whole sky. |
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Rising, unstable air currents lead to the formation of this type of cloud. |
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They often develop vertically in the shape of domes, mounds, or towers. |
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These clouds have a fluffy white top and a flatter, darker bottom. |
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These clouds form when the air is stable and no convection occurs. |
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This type of cloud forms at altitudes at least 25,000 feet above the earth. |
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Explain: |
THE ART OF THEATER The means by which an art form presents its message is referred to as the medium. Thus, sound produced by instruments or human voices is the medium of music. Paint on canvas or paper is the medium of painting. For literature, the medium is written language. For theater, it is a story performed by actors on a stage. Drama is sometimes seen as a branch of literature because plays, like literature, are often printed in book form. However, there is an important difference between the two forms. Unlike a novel, a play is written to be performed, and the script of a play is not a finished work; it is an outline for a performance. The physical production of the play - the scenery, lighting, and costumes - will affect the performance, and so will the actors. How the actors interpret their roles greatly influences the play's effect on the audience. The basic encounter in theater is between the performers and the audience. This is a special type of encounter because the performers are playing other people, characters. Moreover, the characters are part of a human story that has been written by a dramatist. This combination of elements distinguishes theater from other art forms. Theater has several other distinctive characteristics. First, the subject matter of theater is always human beings. Second, theater is universal - there is an impulse toward creating theater in all societies. Third, theater is transitory in nature - a play is an event that occurs through time. Finally, theater is set apart by its basic elements: audience, performers, director, dramatist, purpose, viewpoint, and setting. Human beings and human concerns are always the subject matter of drama, even when the performers play animals, objects, or abstract ideas. In the medieval play Everyman, some of the roles are abstract ideas such as Beauty, Knowledge, and Strength. The central character is Everyman, a human character, and the subject is death arriving before we want it to come - a theme that is universal to humans. The focus of drama is on human beings, even though different human concerns have been emphasized in different plays. In view of the human-centered quality of theater, it is not surprising that the impulse toward theater is universal. (1) The urge to create drama has existed wherever human society has developed: in Europe, Asia, Africa, Australia, and the Americas. In every culture recorded in history or studied by anthropologists, we find rituals, ceremonies, and celebrations that include elements of theater. (2) At various times, these ceremonies and stories developed into a separate realm of theater. In Greece, a fully developed theater emerged almost 2,500 years ago. In India, theater became well-established around 2,000 years ago. (3) Wherever theater has become a separate art form, it has had certain essential qualities: a story - the play - is presented by one group - the performers - to another group - the audience. (4) One special quality of a theater performance is its immediacy. In the theater, we live in the perpetual present tense. Theater is a transitory art. A performance changes from moment to moment, and each moment is a direct, immediate adventure for the audience. The transitory nature of theater is a quality it shares with music and dance, and sets it apart from literature and the visual arts. A novel or a painting is a fixed object; it exists as a finished product. The performing arts, on the other hand, are not objects but events. Theater occurs through time; it is an experience created by a series of sights, sounds, and impressions.
| 60. How does the art of theater convey its message? |
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A. |
A camera converts light to images on film. |
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B. |
People perform a story for another group. |
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C. |
A person writes a story for others to read. |
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An instrument or voice produces sound. |
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Explain: |
| 61. The author discusses literature in paragraph 2 in order to illustrate what point? |
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A. |
Both novelists and dramatists use an outline to organize ideas. |
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B. |
Many actors prefer roles from classic works of literature. |
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Reading a novel and attending a play are different experiences. |
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D. |
Literature and drama are both written forms of communication. |
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Explain: |
| 62. 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. |
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A. |
Theater is the only art form that mixes more than one medium in a single work of art. |
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B. |
Theater is a distinct art form by the way it joins characters and audience in the telling of a story. |
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C. |
A play's scenery, lighting, and costumes contribute to the message of the play. |
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D. |
A successful dramatist knows how to blend purpose, viewpoint, and theme into a unique performance. |
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Explain: |
| 63. Why does the author mention “Everyman” in paragraph 5? |
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A. |
To give an example of a play in which abstract ideas arc characters |
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B. |
To compare the importance of beauty, knowledge, and strength |
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C. |
To show that the definition of theater has evolved over time |
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D. |
To illustrate the universal human desire to create theater |
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Explain: |
| 64. The word “theme” in paragraph 5 refers to ................ |
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A. |
Everyman as a central character |
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B. |
beauty, knowledge, and strength |
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C. |
death arriving before we want it to come |
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D. |
performers playing animals, objects, or ideas |
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Explain: |
| 65. The word “urge” in paragraph 6 is closest in meaning to ................ |
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Explain: |
| 66. The word “realm” in paragraph 6 is closest in meaning to ................ |
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| 67. Which of the following can be inferred from paragraph 6 about the development of theater? |
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A. |
Theater emerged as a distinct art form at different times around the world. |
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B. |
People created theater as a way to promote peace between rival groups. |
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C. |
In every human society, theater appeared before other forms of art. |
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D. |
Theater could not have developed without the support of political leaders. |
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Explain: |
| 68. The word “transitory” in paragraph 7 is closest in meaning to ................ |
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Explain: |
| 69. How is theater similar to the other performing arts? |
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A. |
It is an event that occurs through time. |
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B. |
It is presented the same way every time. |
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C. |
It exists as a finished product. |
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D. |
It is based on works of literature. |
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Explain: |
| 70. According to the passage, all of the following are true of theater EXCEPT ................ |
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A. |
The medium of theater is written language. |
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B. |
Theater is a distinct form of art. |
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C. |
The focus of theater is always human. |
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D. |
The impulse toward theater is universal. |
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Explain: |
| 71. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Thus, theater is a shared event, an experience that includes both those who perform and those who observe.” could be added to the passage. Where would the sentence best fit? |
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Explain: |
| 72. An introductory sentence for a brief summary of the passage is: “Several qualities distinguish theater from other forms of art.” 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. |
Theater requires a human story, performers, and an audience. |
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B. |
Theater is a form of literature because we can read plays in books. |
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C. |
An actor must change his voice to play certain characters. |
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D. |
Each theater performance is an immediate yet transitory experience. |
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E. |
The tendency toward creating theater occurs in all human societies. |
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F. |
Theater developed as a separate art very early in Greece and India. |
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Explain: |
| 73. How does the art of theater convey its message? |
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A. |
People perform a story for another group. |
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B. |
A camera converts light to images on film. |
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C. |
An instrument or voice produces sound. |
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D. |
A person writes a story for others to read. |
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Explain: |
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